GamerMath™ provides a one-of-a-kind, engaging curriculum that uses gaming and esports as a vehicle for standards-based math instruction. This video-based curriculum ties math concepts like ratios, percentages, statistics, and geometry to popular video game titles like FIFA, Rocket League, Minecraft and others to put math into a context that students understand.
Certifications
Upon completing this course, students will be prepared to earn the following industry-recognized certification(s):
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Course Outline
Integers with FIFA
Ratios with Rocket League
The Number System with Mario Kart
Percentages with Super Smash Bros
Statistics and Probability with NBA2k
Geometry with Minecraft
Course Projects
Through a combination of follow-along projects and self-directed activities, students build a unique coding project portfolio demonstrating the skills and knowledge they acquire.
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Schedule a platform walkthrough with on of our education specialists and gain access to our courseware and curriculum.
One of the biggest challenges math teachers face today is the practical element of math for the students. Most of my students do not see the importance of learning math or learning to apply math in the real world. With Gamer Math, students immediately see how math matters.
Helen Papadopoulos
California Teacher of the Year
Suzanne Middle School
Exceptional Support and Partnership for School Growth
The support is unbelievable. The fact that, from day 1, we have been trained, we have been coached, we have had the ability to have dialogue with [Mastery Coding]. Tremendous partnership, Tremendous opportunity for any school to grow. I recommend using Mastery Coding.
Jim D'Agostino
Executive Director/Co-Principal
Santiago Middle School
Gamer Math teaches Applied Mathematics
One of the biggest challenges math teachers face today is the practical element of math for the students. Most of my students do not see the importance of learning math or learning to apply math in the real world. With Gamer Math, students immediately see how math matters.
