Stick or Switch
http://nlvm.usu.edu/en/nav/frames_asid_117_g_3_t_5.html?from=category_g_3_t_5.html

Description
This program is a math version of the old game show, “Let’s Make a Deal” in which students have the choice of one of three doors, but behind only one of them is the grand prize. The object of the program is to showcase that by staying with your initial choice throughout the game (not switching your pick), you have lowered your probability of winning. The greater probability of winning is when students switch their picks after the first door is revealed. This program is centered on discovery based learning and potential for stimulating discussion on probability.

Evaluation
What mathematics is (potentially) being learned?
NCTM Standard(s) addressed?
- Data Analysis and Probability, 6-8: Students will be able to collect and analyze data in order to formulate questions about probability.

What is the nature of the mathematics?
The main concept addressed with this program is probability. Students are working with fractions to represent probabilities: “There is a 1/3 chance of getting the grand prize by sticking with my initial choice.” Students are also analyzing data their ‘wins’ and ‘losses’ from a table that is provided by the technology in order to determine the best method, or the highest probability, for getting the grand prize.

How does learning take place?
The technology uses its own version of “Let’s Make a Deal” to show students that being aware of probabilities of events can be beneficial in situations. Students, by trial and experimentation, discover that by switching their first choice of prize to the alternate choice actually increases their chances of winning the grand prize. As students begin to make this discovering, there is a set of questions that students can answer in the “strategy” portion of the game that help bring their findings to light. This experimentation and reflection is the basis for a potential discussion on probability and how having a great probability means a more likely chance. The discussion can also build to why switching their first choice of prize to the alternate has a higher chance of probability.

What role does technology play?
This technology affords students the opportunity to communicate and collaborate with peers, as well as provides access to information and automates tasks to support student learning. The technology purpose is to serve as a jumping point for a discussion about probability, using created data from the game “Let’s Make a Deal” as a basis. Because of this, the technology provides access to information for students about probability in a “strategy” portion of the program and it keeps track of student data by automatically updating a chart that displays whether the student “won” or loss. This way the students are better informed and can focus on communication and collaboration.

How does it fit within existing school curriculum?
This program would be a beneficial supplement to be used in any probability or data analysis unit. It could be a great pre-assessment tool for teachers to see what knowledge of probability their students currently have.

How does the technology fit or interact with the social context of learning?
The technology’s biggest draw is the fact that it isn’t meant to assess or necessarily teach students about probability, but rather to promote discussion amongst peers and as a class. The technology offers a jumping point for debate: Is it better to stick with your original choice of door, or change it midway through the process? By using the technology the students can bolster their explanations and knowledge to make meaningful contributions to a discussion on probability.

What do teachers and learners need to know?
Some students may not be familiar with the game, “Let’s Make a Deal.” Therefore it might be beneficial for teachers to explain how the game works in detail before kids use the technology and become confused with the directions or objective.