The problem / intent

Even when mathematical ideas are meticulously embedded in the game or toy, there is a risk of Missing the math. In order to structure and reify knowledge, students need to reflect on their actions and experiences.

The context

This pattern has a very broad scope. Although phrased in the context of game-based learning, it applies to most activities were learners operate within an organic group, and which involve Construction or exploration.

The pattern

• At the end of the game, students write a reflective report on their experience. This report should review both their gaming experience and their learning experience.
  
• The teacher leads a whole class discussion, based on these reports. The Mathematical game-pieces of the game are likely to serve as Objects to talk with in this phase. This discussion starts off from the game elements, but eventually shifts focus to the mathematical issues.
  
• If the collaborative medium supports this, the discussion leads to the writing of a group report. The discussion concludes with questions for further investigation.

Related patterns

Note the relationship to other patterns, using the appropriate qualifiers from this set -
Leads to: Crescendo, Objects to talk with.
Follows: Problem of the month, Guess my X
Elaborates: Higher lever patterns which would use this one as a component.
Elaborated by: More specific patterns which implement abstract elements of this one.

Examples

The WebLabs pedagogical cycle used a post-ludus discussion as a means of recapitulating one topic and introducing the next.