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empathy:
-teachers
-students
-parents

research
-old games
-mathematical games
-scenario games
-in-class games

- what is the problem of educational mathematics at the moment
-what are the boring aspects of mental mathematics

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Math practice for many children is often accompanied by boredom and a feeling of repulsion. Mathematics is a subject that requires high level of understanding, attention and interest. Only then it becomes possible for a child to score and succeed in the subject.

Three ways to overcome this:

1. Solve activity or game based mathematics

2. Exercise and Relax

3. Encourage participation and Open discussions

http://www.mmtpl.com/blog/math-practice-boring/

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Play games through the following website. As you do better the game gets harder

https://www.google.com.eg/aclk?sa=l&ai=DChcSEwiSo57QuITbAhVGsO0KHez7D0gYABAAGgJkZw&sig=AOD64_389E4Ge_dn_tKQPq2qpG7WN1b5JQ&q=&ved=0ahUKEwip25nQuITbAhVP-6QKHUy_DUAQ0QwILQ&adurl=

Look at the design, the character and the levels

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1. As the player gets correct answers, the game gets harder
2. Lots of colours
3. Cartoon Characters
4. ٍGlowing objects
5. Moving objects
6. The player choose which grade is he/she in
7. Different problem solving skills (Addition and subtraction, Multiplication and division, fractions and decimals, ...)

https://www.mathplayground.com/games.html

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I intreviewed my 10 years old cousin and asked her about how would she feel about a game that is comoletely based on mathematics and is played in groups. I also told her that the game may be played in class along with her friends.
From what she’s told me, i figured that she is one of those children who are very competative and doesnt likr to play in teams. She also told me that she would enjoy playing in class but only if she plays with her friends (but not to play in a group made of different students with different mathematical skills).
Not all children have the same attitude, but mainly most of them do because i asked her about her friends and how would they feel about such a game, she also told me that they would probably have the same attitude, they are very competative and like to play only with their friends.
I also told her that not playing with het friends would allow her to know more people and get to know more friends (socializing). She showed me a positive reaction to what i have said, and that is why our game is mainly based on socializing with others.

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Firstly, i grouped my 4 young cousins and started to integrate board game like snake and ladder with mental mathematical problems to how would they feel and it was pretty competitive for them i concluded that they enjoyed however, after while they got board and lost the spirit to play then i concluded that there must be sort of gaming methods or rewards to make it more interesting for them.

secondly, i interviewed one of my old teachers, from the interview i learned that ordinary mental math sometimes is boring and students tend to memorize the problems other than understanding them which lead us to create wording problems based on real life situations to achieve the maximum educational outcome.

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2 mathematics teachers. one teaches a British curriculum (ages 13 to 17) and one teaches an american curriculum (ages 5 to 10)
Teacher number 1:
- with her youngest students, it's very hard to get them to constantly practice without giving them homeworks that threaten their grades, which is negative incentive and she hated doing
- coming up with GOOD scenarios that apply mathematical equations is either extremely time consuming or very expensive to buy as a package online. Children tend to get bored of repeated scenarios

Teacher number 2:
-teaches mathematics right after break time, kids are usually restless and it's hard to get them to sit down without being strict with them, that she believes actually has a negative impact on them
- she has "merits" in form of stars next to children's names all over her classroom, each Sunday she hands a cookie to the child with the most stars the previous week however it does not work as a good incentive for all children.

Unfortunately found 1 child only within our range of age targeted to talk to - he believes he is bad at mathematics and feels that it is easier to ask a friend what the answer is rather than how to answer the question, he does not imagine how a mathematics game could be made fun, however seemed interested in the game after explaining the different components

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15 Math Games in 15 Minutes or Less

https://www.scholastic.com/teachers/articles/teaching-content/15-math-games-15-minutes-or-less/
Number 6 Hopscotch Math and number 13 twister math game us the idea of including a component that requires movement and therefore the kids won't get bored while seated

Wild things: how ditching the classroom boosts children's mental health

https://www.theguardian.com/teacher-network/2016/jun/02/children-outdoors-boost-wellbeing-learning
-accordingly the teacher can take this game outdoors to play with the kids
=Studying outdoors is proven scientifically to

have a calming effect on the mind, ease depression, spark creativity and improve attention and focus.

this creates the perfect environment for a young mind to develop skills such as mental mathematics.

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-It targets students aged from 8-12.
-It also targets all type of players as the game contains different components that target and appeal to different player types.
-It contains a board that is numbered from 1-1000. (prototype contained from 1 - 500 for trial and testing purposes)
-board also contains a stopwtatch to set playing time as well as a calculator to check answers
-12 sided dice that is both a normal size for playing within classrooms as well as a softball dice for playing outdoors
- a bonus golden dice that is 15 sided
-Lucky wheel, whoch determines advantages like extra moves and time
-Scenario cards-different difficulties
-Game manual. (see the next column)

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The game manual is printed on cards in the game, (handed in with game)

This is the text it contains:
-The game should consist of 2 teams, each team would consist of 3 members.
-The board has numbers from 1 to 1000.
-Each team takes 1 scenario (card) and they start reading it together.
-The scenarios contain different difficulty levels. The game start with easy scenarios (Level A) and then gets more difficult as the game proceeds.

-You are only allowed to use the calculator when are adding your answers or checking the other team’s answers

-The second team would play using the same rules. -The team that reaches number 1000 first on the board is the WINNER.

STEPS

1. Spin the Lucky Wheel before answering the scenario, and start playing based on what you receive. For example: If you receive extra time, you play based on the amount of time given. ( If not, you play in 3 minutes as the game says)

2. After spinning the wheel, the first member would throw the dice.

3. The scenario would have many different gaps. Some would have a (*) and some would be empty. The gaps that have a (*) are filled by throwing the 12-sided dice. The number received on the dice is the number that would be used to continue answering the game. (The team has to answer the scenario by writing everything on the card)

4. Each member would answer 1 question of the scenario.

5. The team would have 3 minutes in total in order the answer the whole scenario. Each member has only 1 minute to answer their part. (Use the stop watch)

6. At the end of each scenario, the answers received by each member are added together. Then start moving on the board based on the final (added) answer.

7. The cards are categorized as levels, starting with level A as the easiest till level C as the most difficult.

8. The second team has to check the first teams’ answer by taking their card and use the calculator on the board.

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LEVEL A
- Sam has *____ packs of jelly beans. Sam opened one pack and found that each pack has *____ jelly beans, so Sam has ____ jelly beans in total. Mark, on the same day bought *____ packs of chips. When he opened the pack he found that each pack has *____ pieces of chips, so Mark ate a total of ____ pieces of chips. The next day Nick bought *____ chocolates. Each chocolate has *____ bars, so Nick ate a total of ____ chocolate bars.

Add the final answers: ____

- Mary bought *____ toys; each toy costs *____ pounds, so Mary payed ____ pounds in total. On the next day, Mary bought *____ T-shirts, each T-shirt costs *____ pounds, so Mary payed ____ pounds. On the same day, Mary decided to buy *____ pairs of shoes. Each pair costs *____ pounds, so Mary payed ____ pounds.

Add the final answers: ____

LEVEL B

- John bought a fish tank that contains *____ different types of fish. There is a number *____ fish of each type, so the total number of fish in the tank is ____. Ann, John’s sister added to the tank *____ more different types of fish. There is a number *____ fish of each new type, so the total number of new fish in the tank is ____. Eric, John’s brother added to the tank *____ more different types of fish. There is a number *____ fish of each new type, so the total number of new fish in the tank is ____.

Add the final answers: ____

- There are *____ cars parked under Karim’s building. Karim’s friend Adam came at *____ pm and found that the amount of cars parked were multiplied by *____, so there are ____ cars parked in total. By 6 pm, the amount of cars parked was doubled, so there are ____ cars parked under Karim’s building at 6 pm.

Add the final answers: ____

LEVEL C

- Mariam went to the beach on a Friday morning; she found *____ crabs of 3 different shapes crawling next to each other in *____ rows heading to the beach. There are ____ crabs in total heading to the water. After the crabs crawled to the beach, Omar found *____ jellyfish in the same number of rows as the crabs in front of the sea. More than *____ number of people were affected by the jellyfish. The total number of jellyfish in front of the sea  is ____. After 6 hours, Mariam and Omar went to see their friend, Michael, in the club. He was playing football with *____  of his friends. After they finished playing football, Michael left them and went home and they had a break where they ate some pizza where each one ate *____ slice of pizza. The total number of pizza slices they ate were ____.

Add the final answers: ____

- Emily planted *___ rows of red roses; each row has *____ red roses. So Emily planted ____ red roses. The next week, Eric planted *____ rows of white roses; each row has *____ white roses of *____ different shapes, so Eric planted ____ white roses. Emily had *____ number of members in her family, each one planted the same number of red roses as Emily. The total number of roses planted by Emily’s family excluding the ones planted by Emily are ____

Add the final answers: ____

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Interview - My sister

Although my sister is a bit higher than the age group (14 years old), I decided to interview her to get some insights regarding her thoughts of mental Math.

Outcomes from the interview:
- She Loves the content of the Math courses
- Like to make some calculations in her mind
- Feels happy when she gets a correct result without doing it on calculator
- Play some mathematical games on I-pad
- Interested to develop her mental math skills
- Thinks that her school time is not enough
- There have to be additional activities or exercises to be solved

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We reached out that the mental Math has to be more fun and engaging. To achieve this, we are thinking of a game that suits all the four game players and seems fun, interesting, challenging and beneficial. It is a multiplication game called "lucky Genius" that is aimed to help Mathematical teachers achieve their goals by developing their students' mental mat skills. The game is to be played mostly in international schools, by either national or international students.