Similar-level partners benefit from the games
Learners may feel disappointed and frustrated when they want to repeat a game to solidify learning, but their partners prefer to move on. Typically with these games, learners are happiest and make the most progress when they play games that teach concepts they need to know, with partners who need to learn the same concepts. (For more information, see Learners as helpers.)
Therefore, particularly when using the games to fill knowledge gaps from earlier grades, learners at similar levels should work together. Ideally, each learner does an assessment before starting, and this information is used when pairing learners.
Pairing players who need to learn the same concepts is not equivalent to tracking
This recommendation is unrelated to the question of whether or not learners should be assigned to classrooms by prior achievement or perceived ability (“tracking” is another word for this practice).
For learners to benefit from these games, it doesn’t matter how their classroom is assigned. What matters is whether individual learners are given the right games for the concepts they need to learn.
Try to match players who get along
For motivation, learners’ social preferences and emotions are very important, too. In a good pair, both learners enjoy each other’s company. Even if a pair of learners spends a bit of extra time chatting, their good spirits are giving them positive associations with thinking about mathematics.
Next section: Learners as helpers
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August 18, 2020