An Electronic Mathematical Game
An Honors Thesis
(HONRS 499)
by
Ellen L. Wellmeier
Thesis Advisor
. Dr. N. Lee
Ball State University
Muncie, Indiana
December 1991
Graduation:
December 1992
-
The
a
senior
s tuden tis
honors
thesis
is
to
be
a
culmination
of
academic endeavors as an undergraduate s tuden t.
through my time in the honors college,
I have often wondered
what would be appropriate for a secondary mathematics education maj or to choose to do for a
to
choose
something
also
prove
What
follows
a
to
be
not
something
is a
description,
that
brief
the
thesis proj ect.
only
I
interested me
could
use
in
summary of how my
process
I
involved
in
wanted
but would
my
classroom.
idea originated,
building
it,
and
its usefulness to me as a future teacher.
Since the thesis is to be a culmination of experiences,
it seems appropriate that my idea originated from a combination of class and my experience in participation.
If1lecture,
my class discussed the possibility of creating an electronic
bulletin
through
board.
This
participation
idea,
that
combined
many
with
students
my
do
realization
not
know
the
basic skills necessary for thier school mathematics classes,
helped me
to
to arrive at my
create
an
mathematical
electronic
skills.
idea for my proj ect.
game
This
to
game
help
should
I
students
be
decided
with
flexible
their
enough
to be able to drill students in problem areas and also provide
enrichment for above average students.
In deciding
it
would
be
on
the
easiest
for
appearance
the
of
students
the
to
game,
use
if
I
dec ided
it
has
a
base that slants the top toward the student. The sides will
be
made
provide
of
plywood,
holes
so
the
the
top will
student
can
be made
choose
of
an
pegboard
(to
answer),
and
/
J?;
2
on
top
has
a
of
the
the
pegboard
questions
separate
on
there will
Each
it.
be
a
individual
board with questions
poster
poster
on
board
that
topic will
have
it
with
dealing
that particular topic.
Each poster board will be laminated
for
students will be given two possible
longer usage.
answers
for
to
~vired
will
The
each
a
question.
transformer:
activate
a
light
The
correct
therefore,
bulb,
the
signaling
answers
will
completed
to
the
be
circuit
student
that
their answer is correct.
had my
After I
begin.
with,
to
The
I
first
chose
approve
approval from
step
Dr.
the
idea and
N.
is
bas ic plan,
to
Lee.
proj ect
Dr.
a
choose
Next,
before
Whittig,
I
a
the
I
ready
professor
Honors
beginning.
began
was
to
work
College
After
to
has
receiving
to think about how many
game boards I wanted to make and what topics to use. I decided
to
make
three
conversions,
dealing
and
standard
my experience from
to
to
spoke
shock.
I
After
I
them
put
figure
to
an
the
out
using
on
the
a
possibility
I
having
Dr.
Lee
about
the
part.
the
transformer
of
approve
boards.
electronic
metric
conversions.
knew students
poster
electrician
suggested
avoid
-
measurement
tables,
teaching during participation I
with.
chose,
was
He
multiplication
come up with problems that
trouble
I
with;
best
rather
students
The
My
way
than
Through
was able
tend to have
the
next
problems
big
father
to
step
and
wire
it.
batteries
receiving
a
I
to
small
Having a grasp on the electronic part of the project,
began on
the
base.
I
cut
and stained the wood and
then
3
assembled
them
for
were
marked,
we began wiring
I
base.
The holes
easier carrying.
answers
the
then
that
with
the holes.
also
added
correspond
some
The holes
help
a
to
handle
for
the correct
from
my
father
that are seen but are
incorrect also have copper lining so the answer is not obvious
to
the
students.
The next
step was
to connect
the wiring
to the transformer and connect the transformer to the bulb.
This
completed
the
game
part
so
I
needed
to
poster boards and punch the holes in them.
to
be
sure
that
the
correct
answers
hole that made the bulb light up.
so
I
am
unable
help
could
include
to
turn
to visualize
them
in
with
the
laminate
Next
I
the
checked
corresponded with
the
I then took several pictures
the
game
final
itself,
the project.
project.
the
Finally,
I
Since
pictures
I
will
had to type the
paper, include the pictures and turn it in to Dr. Lee.
I
believe
that
this
electronic
game
to be very useful to me in the future.
the
game
in my
classroom
to drill
board
will
prove
I can visualize having
students who need extra
help on a particular topic and to provide the above average
students with enrichment activities.
The game is beneficial
-to both groups of students because they receive an immediate
response as to whether or not their answer is right or wrong.
I
also like the fact
of games
make
and
I
can make.
boards
that
I
that
there
Once
I
that
deal with
find
the
boards that I
am
the
students
is
no
limit
to
the number
in my own classroom,
topics
need
I
will
help
with.
be
I
can
teaching
The
three
have already made are aimed toward the middle
4
age.
They
school
level
school
high
for
the ways
boards
a
I
dealing
can
also.
however,
There
can use this
with
the
possibly
are
game.
topic
we
be
numerous
are
unlimited
possibilities
often in my classroom.
-
and
at
the
possibilities
studying
I
can make
and
set
up
This will be a good
choice for a group of competitive students.
has
use
For example,
type of tournament for the students.
game
of
I
This electronic
plan
on
using
it
Instructions
1.
Choose the poster board with the desired topic.
2.
Place the poster board on the pegboard.
3.
Using the probe, choose the correct answer.
4.
If
up.
the
correct
answer
is
chosen,
the bulb will
light