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This lesson idea was inspired by an old movie reel about BoysTown . It occurred to me that taking students into a virtual world to collaborate on a
creative problem -solving activity would give them an immersive learning experience which harkens back to what it was like to live in BoysTown during
the last century. Active learning builds the skills which employers and educational policy makers predict today͛s students will need to be successful in
the ͚global workplace͛. ͚Soft͛ skills (i.e. generic talents and attitudes which cross occupational categories ) are highly valued by all employers. Although
specific job demands will change, the need for workers who have these abilities will endure.


Using the Expo 2010 event, in Shanghai, China, as a model, this lesson reuiqre students to create their own ͚virtual expo͛ in Second Life. Given the multicultural
nature of the district where I used to teach, the idea of having students here work in teams to create their own ͞better city, better life͟ is one I know they͛d find
engaging and would help them meet social justice goals of the school district.

An inquiry-based math lesson was selected for this

PUZZLES, SPATIAL SENSE, AND PROBLEM SOLVING sample. In the BC Apprenticeship and Workplace Math

program, there is a unit at each grade level (10-12) in
1) A ͚non-routine͛ (Shapiro, 1995) problem is a task which cannot be solved by simply which students use puzzles and gameplay to improve
applying memorized method or rule and which can be solved in more than one way. their skills of analysis, strategic thinking, and spatial
Becoming better at solving problems involves asking ͞how to͟ questions and sharing reasoning. Constructing in-world buildings is a unique way
ideas, as well as dreaming up, applying , and assessing different strategies. (WNCP, p.8) to meet these learning outcomes. Although the 5E͛s
lesson template can appear cluttered, it is an effective
(2) Analyzing puzzles and games during play improves ͞mathematical insight͟ and the
planning tool because it forces one to focus on concepts


ability to

u hold information in memory
u manipulate visual images
u ͞evaluate the logic of arguments͟
u ͞attack problems in potentially productive ways͟ (Shapiro).
(3) We learn not only when we find solutions but also when our ideas don͛t work out.
(4) Learning in ͚real͛ situations (even virtual ones!) is more memorable.
(a) How can ͞thinking in pictures͟ (p. 10) help a person become better at learning and
applying math skills and concepts?
4

(b) What strategies and habits of mind used when solving puzzles or winning games

also apply to other problems and processes in math?
(c) What is the difference between not knowing the answer and not having found it
yet?

and on the questions that the students can pursue rather
than on learning outcomes or achievement indicators.
One also must start ͚with the end in mind͛ and be very
clear about how the individual concepts dovetail together.
This kind of learning experience also gives young people
an opportunity to attach greater meaning and usefulness
to math processes and concepts. Facility in math and
mathematical thinking are highly valued in the workplace,
but too few students leave school with much experience
in using math skills to make sense of the world or in the
words of Freda, a 9th grade student: ͞to defend your
rights and realize the injustices around you͙͟ (͚mnyildiz͛,
2007, Slide 25).
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1) Building in a virtual world blends puzzle solving
and game play with math skills.
2) Manipulating geometric ͚solids͛ (˜
) which are
the construction blocks of in-world buildings improves
spatial sense and the ability to visualize alternative
solutions.
3) Solving a puzzle or playing a game requires
looking at the problem in a logical way to figure out
how to meet the objective (Bateman, 2007, p.1).
4) Making a plan to improve your performance is
called ͚using a strategy͛.
5) Some strategies are more effective than others.
6) Visualizing the outcome of a plan is a strategy that
involves trying to see the logic behind the puzzle or
game (Bateman, p4).
7) Geometric shapes are the building blocks of
architectural design.
8) Managing a budget requires project planning.
9) Negotiating planning, design, construction, and
spending decisions with team members requires that
you be able to communicate ideas and substantiate
your claims.
Given that BC students meet these PLO͛s in grades 10, 11, > There is a vocabulary associated with in-
and 12, they could return to this world over three years. I world construction that the students will
like the idea of them taking ownership over their school͛s need to master.
in-world space. I see them becoming involved not only in (See glossary and Powerpoint)
the design and construction activities, but also in the
governance of the community. The older students would
mentor the younger ones acclimatizing them to their city͛s
special culture. This is where the Boys Town model is
helpful. I would like this to be a way to help them learn
about self and community governance and respect. But
that is too much for the scope of this lesson, so those
objectives are simply mentioned here.
1) Intercultural understanding can help build better cities
and better lives.
2) The code of conduct for this project space puts personal
safety and the safety and respect of others first at all times.
3) By conducting yourself in accordance with the code of
conduct you are self-governing.
4) A community that develops its own code of conduct
accepts the responsibility for ensuring that everyone in the
community feels accepted and supported.
5) One way to appreciate other peoples and cultures is to
ask questions in person and on the internet -- i.e. to do
research and learn about how we are similar and different.
6) Data can be represented using graphics.
7) Using Venn diagrams can make it easier to visualize
common and unique factors.
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There are a number of possible virtual venues for this kind of learning task: Reaction Grid, Active Worlds Educational Universe, Jokaydia grid, Skoolaborate, and
creating a ͚safe area͛ in the Second Life Main grid. Jokaydiagrid is a new open sim PG world being developed with middle and secondary school education in
mind. Clearly there are challenges to having students use Second Life for schoolwork which are not addressed as part of this lesson, but it͛s interesting to
speculate about what might be possible if the safety issues could be overcome.

Resources:

°






˜


. www.thechinaway.com.  


 
   14 Feb. 2010. Web. 25 Sept. 2010.
<http://www.youtube.com/watch?v=t02giLzaj4w>.
Bateman, Wayne A. "Visual Math Learning: Introduction." 


 

°
 







. 2007. Web. 25 Sept. 2010.
<http://www.visualmathlearning.com/pre_algebra/chapter_0/chap_0.php>.
"Better City; Better Life." ˜






. Web. 25 Sept. 2010. <http://en.expo2010.cn/>.






 







 . 
 
 


. Web. 25 Sept. 2010.
<http://www.tcm.com/mediaroom/index.jsp?cid=334325>.
Canada. British Columbia Ministry of Education.  

  

 




 
  

 




. 2008. Web. 25 Sept. 2010. <http://www.bced.gov.bc.ca/irp/pdfs/mathematics/WNCPmath1012/2008math1012wncp_intro.pdf>.
"Category:Glossary." 




. Web. 25 Sept. 2010. <http://wiki.secondlife.com/wiki/Glossary>.
˜








. www.expo.cn. Web. 25 Sept. 2010. <http://en.expo.cn/index.html#&c=home>.
'mnyildiz' "Teaching M & M's: Math and Multiculturalism." 
 . 2007. Web. 25 Sept. 2010. <http://www.slideshare.net/mnyildiz/producing-m-ms>.


˜





  
 . Digital image.  


 




  
 . 2010. Web. 25 Sept. 2010. <http://www.iglucruise.com/oil-spill-
timeline>.
"Second Life Vocabulary."  



 


 ˜


. Help You Learn. Web. 25 Sept. 2010.
<http://webcache.googleusercontent.com/search?q=cache:LeNmSxOjqY4J:www.help-you-
learn.com/ResearchPapers/Second%20Life%20Vocabulary.pptx Second Life Vocabulary&cd=3&hl=en&ct=clnk&gl=ca&client=firefox-a>.





 
˜



 
.  


 
   12 Jan. 2009. Web. 25 Sept. 2010.
<http://www.youtube.com/watch?v=BX_Wsh3MUpk>.
Shapiro, Phil. "The Educational Value of Sokoban Puzzles."  . Nov. 1995. Web. 25 Sept. 2010. <http://www.his.com/~pshapiro/about.ss.html>.