Math Snacks

Abstract

In this chapter, the author details design and development of Math Snacks games, animations, an interactive tool, and associated supplemental activities as grounded in constructivist and sociocultural theories of knowing, as well as a game-based learning theory. This is situated within the historical development of games, definitions of games, and reform-oriented perspectives on mathematics teaching and learning. Successes of Math Snacks products on both students and teachers are described from multiple studies over the last decade, including new findings from the most recent set of games focused on early algebra concepts. Finally, implications on future research and needs for changes in policy are offered