Task: collect as many blue dots as possible, as few reds as possible.
Learning: inequalities in the plane.
Outcomes were very surprising. The assumption was that students would fiddle around with straight lines. Instead, they leapt ahead to bizarre curves, often using trial-and-error, and the power of online graph-sketching.
- Is it okay that these curves would never have been dreamt up if the students didn’t have access to technology?
- Would there have been more profitable learning if I had restricted the game to straight lines?