Use 1, 1, 5 and 8 to
make a total of 10.

  • Must use each digit exactly once

  • Can use PEMDAS

  • Challenge - use any operation at most once

\(8 + 5 – 1 – 1 \neq 10\)

\(\displaystyle \frac{8}{1 + 1} + 5 \neq 10\)

Acknowledgements

  • STEM Articulation and Transfer Collaborative Project (NSF Award # 1928343)


Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Look for the helpers

The Best Team!

Jada
Brooks

Brandon
White

More of The Best Team!

Tamara
Johns

Lauren
Zatto

So...
Where's the Math?

Anurag Katyal

Professor I, Mathematics

Palm Beach State College, FL

MathFest 2025

The Challenge

  • Weak foundational skills - Integer operations, order of operations

  • Low confidence - Previous negative experiences with math

  • Disconnected knowledge - Inability to see connections between concepts

  • Engagement barriers - Traditional instruction often fails to motivate

Our Approach: Math Jumpstart

  • Intensive Format - One week before semester start (9 am - 4 pm). *Survivor*

  • Target Audience - Students entering Intermediate & College Algebra

  • Focus Areas - Integer operations, order of operations, fractions, solving linear equations, and graphing straight lines, growth mindset

  • Interactive Games - Mathematical content embedded in engaging activities

Game-Based Learning

Pattern Recognition

Games help students see mathematical structures

Strategic Thinking

Students develop problem-solving approaches

Memory Consolidation

Repeated practice in varied contexts strengthens recall

Cognitive Benefits

Game-Based Learning

Reduced Math Anxiety

Low-stakes environment removes performance pressure

Intrinsic Motivation

Games tap into natural competitiveness and curiosity

Social Learning

Peer interaction normalizes struggle and celebrates success

Immediate Feedback

Players know instantly if their mathematical reasoning is correct

Psychological Benefits

KenKen

The 5's

33 to 99

UTTT

UTTT

<title>

〞

I really enjoyed the teaching style. Very fun and engaging.

〞

Loved everything about it even with math not being my favorite subject you all did a great job at teaching us this information while making it fun.

〞

Maybe less competition...

  • Increased Participation

  • Peer Teaching

  • Persistence

  • Transfer

Successes

  • Skepticism

  • Resource Allocation

  • Reflection Time

  • Clear Mathematical Objectives

Challenges

Early Observations

  • Pre vs Post test scores (50% to 75%)

  • 85% of participants reported increased confidence

  • 95% said they enjoyed the collaborative learning experience

  • 78% demonstrated improved integer operation fluency

Preliminary Data

  • How do game-based interventions affect long-term retention?

  • How can we measure mathematical understanding within game contexts?

Looking Ahead

  • New games on GCF, LCM, and prime factorization for the upcoming workshop next week.

  • Teach Dev Alg. and Adv. Dev Alg. using almost exclusively games developed for the workshop.
    (Dev Alg :-: Adv Dev Alg     :-: Int Alg :-: Col Alg)

Looking Ahead

So...where IS the Math?


It's embedded in every strategic decision, every calculated risk, and every moment of discovery.

katyala@pbsc.edu

www.pitimespi.com

Please reach out if you have suggestions!

\pi \cdot \pi