My advice is, if you have the time to play hands-on games online give it a go.
If I put my educator hat on though, the drawbacks of online gaming are the isolation of the child from both the mathematical opportunities and the collaborative social interaction. Both have merit and there are times when either of these options – playing an online-game or playing a game online, would be beneficial. Compared to when we used the technology as a conduit to play the game (process), meaning the digital aspects were a way to access the game players, not the game itself. Although the online version (product) was fun and quick to get ready, most of the mathematics disappeared. In the corners the any ship can only be laid out in two different ways, while in the centre there are ten ways.įor me, the ‘worthiness’ of online games for learning comes down to technology as a process vs product. She did mention my strategy as the checkerboard method as well as looking at the way the ships can be arranged at different places on the board – this would make for a great mathematics classroom discussion with students about the probabilities of where the ships might be.Īccording to Alemi (2011) the reason for the differences in chances of getting a hit is due to the ways in which the ships can be laid out. If this interests you too, Natalie Oldfield’s blog post Mathematics Behind Battleship was a great read. After playing I was then curious about the actual mathematics and probability behind the game. I choose to try picking every second square in each column. I definitely thought there must be a mathematical way to do this! Without Googling, I tried to think of a logical way to play. While I was playing, I did begin to wonder about the mathematics involved in where I ‘guessed’ the ships might be.
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