A brief discussion of language-teaching games is provided that includes suggestions for further research and a description of the game "Happy Face." (HP)

Describes a modified values auction simulation game, reports on three levels of analysis employing actual classroom data (group, subgroup, and individual), and offers suggestions for utilizing values data in social research. (CMV)

This paper describes a formal communication game which requires the students to process other players' utterances for implicit meaning before responding. The game can be adapted for content and difficulty level. Students choose between two alternatives on dimensions such as structure and style. Sample games are included. (SW)

Every class hour should include conversation as an integral feature or as a ten-minute break. Suggestions are offered, such as guessing games, calling for free association, and detective games with typical questions from police hearings. The teacher should give only minimal help and not constantly correct the students. (IFS/WGA)

Describes a teaching game for drilling on the imperative and the progressive tenses. Some variations of the game are described. (IFS/WGA)

Reports that students frequently confuse meanings of terms and misunderstand function-related concepts. Also, providing mental images of functions is often limited to elementary algebra examples. This article describes a game which can help create conceptual links between the function properties and their various representations. (PK)

Three geometry games are presented. For each game, the game itself and the instructional objectives are discussed. (PK)

Argues that geometry games are potentially effective instructional activities for all grade levels--even high school. Three games and some suggestions for varying the games are presented. (PK)

Using the ethnomethodological and conversation-analytic perspectives, this study points out some directions for the sociological and linguistic analyses of simulation-games based on inspection of video-recordings of actual examples of second language learner game participation. (Author/SED)

After completing personal identification forms consisting only of numbers (phone number, Social Security number, etc.), students discuss the need for more personal means of identification within society in order for people to feel a useful sense of identity. (AV)

Two suggestions for making drill-and-practice activities and one graphing activity are presented: (1) specific directions for making a drill wheel for use with any set of numbers or operation; (2) a game with "happy numbers" for practice in addition and squaring; (3) plotting directions for making holiday pictures. (LS)

Values of games as teaching strategies are outlined. In the simulation described in this paper students assume certain roles, analyze information, and make decisions. This is an example of how gaming might be used in a problem solving situation in a high school or college classroom. (SM)

Presents problem solving model based on "Pac Man," which is designed to help develop systematic, throughtful, and productive decision making skills. The model--including steps in problem solving process, suggested questions for teachers to ask students, anticipated student responses--and applications to new situations are discussed. Four…

A multitude of activities with dice involving topics such as place value, addition and subtraction of whole numbers, fractions, and probability are presented. All of the activities listed have been field tested and are taught as games. (MP)