Week 7 DQC

In Breaking the Symbol Barrier Devlin compares math to piano music. Music is merely represented on paper, while it is experienced when someone plays a piano. The instrument is engaging and provides immediate feedback to the learner. Math is similarly represented on paper with symbols but experienced through mathematical thinking.

Devlin argues that Everyday Math can be more efficiently represented on devices like iPads through mathematical games. Symbolic representation is abstract and devoid of meaning for students. Devices like the iPad allow games to represent a more meaningful experience with math. Devlin believes that these games require math mathematical thinking, children learn faster, and enjoy the experience more.

While I absolutely agree that games like Wuzzit Trouble have created a much more engaging and meaningful way to experience algebra I wonder, when do students make the transition into symbolic math to master higher level math (which Devlin does not believe can be well represented through iPad games)? If we transitioned to teaching all Everyday Math skills using games like Wuzzit Trouble, would some children never encounter symbolic math? Would equity issues in tracking students into higher level symbolic math courses arise?