The Damath Application Presentation

 

THE DAMATH APPLICATION JAYSON M. MADRID, MAEDMATH MA. SANDRA TRAQUEÑA, MAED-MATH

 

PROJECT RATIONALE Many students enter high school level with severe gaps in their concepts and skills in mathematics. One of these basic foundational knowledge and skills is the integers, a necessary prerequisite skill to solve equations. Performing operations on integers involves signs of the numbers and the signs of required operation. This makes students get confused and struggle when asked to perform operations on integers (Muñoz, 2010).

 

PROJECT RATIONALE In  Augmented Learning , Eric Klopfer  describes the largely untapped potential of mobile learning games—games played on such handheld devices as cell phones, Game Boys, and Sony PSPs—to make a substantial impact on learning. Examining mobile games from both educational and gaming perspectives, Klopfer argues that the strengths of the mobile platform—its portability, context sensitivity, connectivity, and ubiquity—make it ideal for learning games in elementary, secondary, university, and lifelong education.

 

DAMATH Damath  is a two-player educational board game combining the board game "Dama" (Filipino word for Checkers) and Mathematics. It as invented by Jesus L. Huenda, a teacher in Sorsogon, Sorsogon, Philippines who had w

encountered problems in teaching math using traditional teaching. Inspired in part by an investigatory project called “Dama de Numero” submitted by a student in 1975, Huenda overhauled the game and introduced it to his class, who enjoyed playing. Damath became  popular and in 1980, the first Damath tournament was held in Sorsogon.

 

DAMATH “In its unique way, the damath board game ushers Filipino school kids into the new millennium by equipping them with competitive life-long learning for understanding and intercommunication technology-fluency technology-fluency skills,” the DepEd said. In Augmented Learning, Eric Klopfer describes the largely untapped potential of mobile learning games—games played on such handheld devices as cell phones, Game Boys, and Sony PSPs—to make a substantial impact on learning. Examining mobile games from both educational and gaming perspectives, Klopfer argues that the strengths of the mobile platform  —its portability, portability, context sensitivity, sensitivity, connectivity, connectivity, and ubiquity—make it ideal for learning games in elementary, secondary, university, and lifelong education.

 

PROJECT OBJECTIVES 1.

To help students further develop and strengthen their math operational skills (operations involving whole numbers, integers, fractions, decimals, etc).

2.

To make teaching and learning Mathematics a student-friendly, challenging and interactive.

3.

To encourage students’ appreciation of the Filipino boardgame and provide an android based mobile version of Damath.

 

THE DAMATH APPLICATION

 

DAMATH DaMath is an educational game that embodies the concept of a local strategic game, dama, combined with mathematics, by adding computational values on its chips. With the recent advancement of technology technolo gy,, the use of mobile phones has incr increased eased significantly. And with the capabilities of current mob mobile ile phones, issues related to  portability and accessibility of the conventional DaMath game has been addressed. To play the game, a player needs a DaMath board, chips and an opposing player, which may not be readily available at all times. Making DaMath a mobile game could provide the players with mobility, accessibility and ease of use to boost the interest of today’s youngsters.

 

DAMATH The game may be played by two players on the same mobile device. It can also be  played by two players using different mobile device with the help of Bluetooth connection. The players will still compute manually to check if there is a mastery of the operations on integers. During the game, the player will be asked to input an answer for the mathematical equation generated after capturing an opponent’s chip.

 

METHODOLOGY Pre-Implementation Phase Activities

Persons Involved

Proponents, with the Game Developer  a. Planning Conference b. Presentation of the Proposal for Review and Proponents, Faculty (Mathematics Department), Approval School Principal, With possible donors

c. Submission of Proposal for Review and Approval

Proponents, Principal, PSDS, SDS

d. Pre-Orientation Meeting

Proponents & Faculty (Mathematics Department), with the Game Developer 

e. Practice Session

Proponents, Faculty, Students

 

METHODOLOGY Implementation Phase

The implementation of the innovation will be a whole year – round. It will be done

once a week during the monitoring and mentoring day. The Proponents will have a scheduling of Grade 7 students by barangay. This is to make sure that every student will  benefit from this innovation. Students who have mobile devices may use their own. For those students who do not have, the teacher will let them borrow during the session. The teacher will check the student’s performance level after every game.

 

METHODOLOGY Post Implementation Phase

During the pre-implementation phase, the teacher recorded the performance level of

Grade 7 students. It will then be compared to their performance level while utilizing the innovation. The proponents will conduct a damath competition every school year during School MATH MA TH CAMP CAMP.. So, the innovation will continue its utilization in the future. It will be part of the program of the school.

 

TOOL OF ASSESSMENT