M7 Blog 6: Integrating Games and Simulations Into My Classroom

Online Geoboard

Simulation: https://apps.mathlearningcenter.org/geoboard/

(Gargano, 2025)

The simulation that I chose was an online, interactive geoboard. This is a great resource for mathematical topics covered in elementary and middle school. I chose this simulation because I discovered and used it frequently during my 5th grade math student teaching placement last year. It was very easy to use for both teachers and students and much more engaging than physical geoboards. My students loved being in control of what colored rubber bands they used, access to drawing tools, text boxes, line segments, shapes, etc. This is a tool to support hands-on learning and application of instruction. This simulation itself doesn't provide any direct information, instruction or learning, but it does support the processes and build students digital toolbox.

(Gargano, 2025)

This simulation can be used to practice a variety of mathematical topics and/or units. It can be used for representing fractions, geometry, and finding area or perimeter. It's textbox and drawing tools also allow for simple whiteboard use, writing equations, labeling shapes, and so much more. This would be used when I want students to have hands-on practice for an activity. It can also be used as an interactive way to visually interpret certain concepts for students who may need another approach to solving a problem. This is great for students who need differentiation or support with fine motor skills. This can be used to hit learning objectives that aim to have students create, identify, or describe shapes. It allows students to be creative and show their work in a variety of ways, multiple modes of representation. Students have the ability to be creative and create work that can be digitally altered. It is easy to fix a mistake. It can be made accessible to all. Lastly, there are physical versions of this simulation if a student didn't have a personal learning device.   

Before having my students use the geoboard simulation, I would first introduce it and preview all of it's tools and functions. What I like to do first is give the students some time to play around and explore on their own for a few minutes. This way they can share what they discovered with the class and they get to play around on their own before instruction so hopefully it won't be a distraction during instruction. I would let them share and then point out any tools/functions they may have missed. I always show example problems before sending students to do independent or group work so I would model how to use it for the given lesson. This may have to be done multiple times depending on which tools/functions you are focusing on using. For students struggling to use the rubber bands and drag or connect them, they can use the drawing tool instead of the bands. We can set students up by modeling and doing step by step demonstrations. Before using a digital geoboard, teachers can have students engage with a real geoboard to get down the basics of it. 

Students' literacies are assessed as they listen to terms and apply it to their shapes. They need to know mathematical vocabulary and definitions to create shapes. For example, if I ask students to create a vertex or intercepting lines, they must know what that means and looks like. They also can type into text boxes and put them on their geoboards. This can include an answer to a question, labels, equations, numbers, etc. They can create designs and explain them through a presentation which requires oral and written explanations. Interacting with the simulation builds digital media and literacy skills. Students can upload screenshots of their work to apps like Padlet where they can collaborate with others and be formally assessed. 

References

Gargano, J. (2025). Geoboard Screenshots [Screenshot]. The Math Learning Center. https://apps.mathlearningcenter.org/geoboard/