Educational mathematics game models tend to be simplistic because they are target-oriented. This paper aims to show how game models that facilitate discovery and analysis can be derived from successful implementations already existing in the popular culture.
Based loosely on Rivera’s Toward a visually-oriented school mathematics curriculum, the analysis combines perspectives from psychology, the graphic arts and object-oriented technology to illustrate the depth and breadth of mathematics in a popular commercial.
This paper offers an cross-disciplinary justification for expanding curricular resources beyond traditional alphanumeric metonymies. Illustrations show the mathematical concepts underlying the commercial structure as well as the multimodal, sensuous, semiotic aspects.
This analytical approach is intended to precede development of game mechanics. It is focused on expanding the psychology of mathematics beyond the metonymic, canned problem approach and toward more dynamic examples.
Games based on real examples from popular culture can provide learners with an answer to the following question: When will I ever use this in real life?
The philosophy here is that learners will be excited and challenged by engaging real-life mathematics. The issue has always been that people cannot imagine what they have never seen, and this approach gives them a way to see the math in action, answering Rivera’s question, “Can we make a game based on visualizing the mathematics” with a resounding “Yes!”
This paper offers a fresh approach to designing games for learning mathematics.
