A model involving: (1) identification of objectives; (2) identification of the significant parts of a game; (3) selection and use of evaluation criteria for each part; (4) analysis of the interrelation of the parts. (SE)

Discusses the potential of the new state of computer games designed to provide learning through play for young children and points out several attributes that make a game pedagogically sound. Advice to parents on how to choose educational software is included. (EAO)

The computer simulation game "Curve-Fit" is described. Its overall objective is to fit curves to six different data sets by estimating the parameters of each curve. (MNS)

Eight ways to use flash cards in mathematics instruction are described. These games and other gimmicks help increase students' concentration, build memory skills, sharpen thinking skills, and enliven drills. (PP)

Discusses the design criteria and educational objectives of computerized business games when used as an adjunct teaching method. Project UNCLEBURT (University College London Experiment on Business Research and Training), which uses computer games to simulate the management environment in undergraduate business education courses, is described in…

Two game concepts, "frame games" and "game chains," are described, with suggestions of how they can be used to build effective, interactive teaching and learning situations. The frame game approach is based on applying selected teaching strategies in diverse settings, while game chains link frame games in a learning sequence. (FG)

Presents an interview with Erno Rubik, creator of "Rubik's Cube." Included are comments about the creation of the cube and the role of the cube in educating people, especially in problem-solving activities. (JN)

The difficulty many students have in solving complex problems stems not from a lack of mathematical skill but from an inability to visualize the problem. An appropriately-structured computer game may assist students in achieving this visualization and in solving problems better. A heuristic approach in programing one game is provided. (Author/JN)

The approach is to fill positions in a star shape with values from a set so that the sum of each line is equal to the sum of every other line. There are four values in each of five lines. Related problems based on other shapes are noted. (MP)

Discusses computer games (called intrinsic models) focusing on mathematics rather than on unrelated motivations (flashing lights or sounds). Games include "Green Globs," (equations/linear functions), "Darts"/"Torpedo" (fractions), "Escape" (graphing), and "Make-a-Monster" (equivalent fractions and…

Describes the Land Development Game, a role-playing exercise designed to introduce in simple terms the complex processes by which land is sold, bought, planned, and built upon. Includes game context (indicating use with large/small groups), objectives, and instructions. "Role sheets" needed for the game are also provided. (JN)

Discusses and provides questions for use in "Energy Flow in a Wetland," a game in which energy is examined as it passes through a wetland's food chain. Includes full-color, poster-size game board, rules, and an energy loss chart which lists calorie-consuming events organisms encounter during their lives. (JN)

This teaching unit on using shadows in science instruction and other class activities explains how to set up and equip a "super private sleuthing box" where students can solve mysteries such as where to find shadows and how to shrink or enlarge them. Ideas for making silhouettes and shadow plays are also given. (PP)

A modification to the ancient game of NIM is promoted which can provide a set of games seen as suitable for promoting practice in subtraction and simple strategy formation for a range of pupils in both the primary and secondary grades. The game versions noted are normally for two players. (MP)