We demonstrated the project methodology and supporting resources by analysing several case studies from our own experiences. For each case study, we begin with a narrative of the game and its development process. We then map it to the typologies in order to establish a common perspective. Finaly, by reference to other examples, we extract some patterns which can be applied in a broader context.
The player must try to juggle two balls using two rackets, by manipulating the rackets with the mouse, in order to “save” the balls from falling down. The balls move according to functions whose variables can be dynamically changed by students through the manipulation of vector representations. Students can also interfere into the logo code and change the functions and by this change the ball’s motion.
Rationale of the game:
The intention was not to build a simulation but a game with no specific rules where users can either play the game or change the parameters of it and see what happens.
Relation to typologies:
What is the mathematical content embedded in the game?
(Content: equations (non-linear, quadratic), functions, graphs, vectors, co-ordinates Skill Domain: reasoning, argumentation, intuition, spatial perception, hypothesis – testing, interpreting functions)
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