It appears though that in 2009, some schools across North America decided to imput software that would allow users to be taught maths using a dance mat application. The Article explains how it's used as an educational tool with scope to be aimed at all ages, no matter of their knowledge in Mathematics either. The remainder of the journal can be viewed by clicking the above link, but the following extract seemed to be relevant enough for my research.
EDUCATIONAL APPLICATIONS
Two of our educational games are currently being distributed through Eastern Suffolk BOCES Model Schools program (Roces et al, 2007): SmartStep and WriteOn. SmartStep focuses on math, while WriteOn focuses on writing. Both are targeted at elementary school students. Student and teacher applications are provided for each. These applications were developed using Macromedia Director, a multimedia authoring environment that facilitates rapid prototyping and development. The completed applications are distributed as executables for both Windows and Macintosh platforms.
SmartStep
As shown in our standardized tests, only 39% of American fourth graders are at or above the Proficient level in math (Lee et al, 2007a). One of the best ways to gain proficiency with numbers and operations is with practice (Gersten et al, 2008). Furthermore, it is best when this practice is individualized, so that students only drill what is needed (Van de Walle, 2001). SmartStep reinforces basic math skills by having K-5 students solve math equations, using a DDR (Dance Dance Revolution) dance pad for input. As in hopscotch or jump rope, the physical activity helps to keep students engaged while honing motor skills, pattern recognition, rhythm and coordination. Although SmartStep was designed to be used by one student at a time, we have found that small groups of students, gathered around the dance pad, can effectively collaborate in the activity. Even when a single student is using SmartStep in the classroom, we have observed fellow students shouting encouragement and offering help. The content of a SmartStep game is determined by a playlist, which points to one or more math activities. Each math activity, in turn, is defined by one or more equations, which are stored as strings. An equation can contain both literals and variables, and is interpreted using standard precedence ordering. A variable may be either a random number (with the range specified), a number from a sequence (with the first number, increment, and size of the set specified), or a number selected from a set (with all of the values in the set explicitly specified). Parameters within the activity determine an ordering for the equations, how many problems will be presented (using the equations to generate them), and how much time will be allowed to solve each problem. This content structure allows for a great deal of flexibility, while maintaining a small record size.
Student Game
The student application uses a colorful animated interface to guide students and provide feedback. All interaction with this application is conducted with the dance pad. Students start their SmartStep sessions by signing in with a user name or code assigned by the instructor. This determines which learning activity will be used. If the student does not enter a user name, a default activity is used.
The game interface (figure 1) shows an equation at the top of the screen and a set of possible answers below. Each of the possible answers corresponds to a space on the dance pad. The empty central space represents the neutral place where the student stands. Three animated frogs on the right side of the screen show how the student is doing. The top frog sits on a rock that shows the remaining time, while the water rises behind him (to show time passing). The middle frog shows the number of accumulated points. The bottom frog shows how many wrong answers have been given. When a student steps on the correct answer, a check appears over the corresponding square; points are accumulated; the middle frog wags his head happily; and the next problem appears. When a student steps on an incorrect answer, an 'X' appears over the corresponding square; the number of wrong answers increases while the bottom frog smiles gleefully; and the problem remains on the screen. After answering incorrectly three times, a translucent footprint appears over the correct answer. The game ends either when the student has answered all of the questions, or when the game times out. A final screen shows how the student did (figure 2). If the student has accumulated more points than wrong answers, and the game did not time out, then the student "wins". Data reflecting how the student did is saved in a time-stamped record in the database.
Gersten, R., Ferrini-Mundy, J., Benbow, C., Clements, D.H., Loveless, T., Williams, V., Arispe, I. and Banfield, M. Foundations for Success: Report of the Task Group on Instructional Practices (Draft Report), National Mathematics Advisory Panel, U.S. Department of Education, March 2008.
Lee, J., Grigg, W. and Donahue, P. The Nation's Report Card: Reading 2007, National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, NCES 2007-496.
Van de Walle, J.A. Elementary and Middle School Mathematics: Teaching Developmentally, 4th Edition, Addison Wesley Longman, 2001.
