Texas Mathematics Teacher Spring/Summer 2020 - 40

Breaking the Routine in Mathematics
1. Use functions to model linear relationships between
quantities (TEKS 8.5. G & I)
2. Analyze and solve a system of linear equations
(TEKS 8.9)
3. Solve real-world and mathematical problems
involving volume of cylinders, cones and spheres
(TEKS 8.7. A).
4. Some of the tasks in this example were open-ended,
while others were multiple-choice. (See Appendix
for the tasks and associated locks.) Additional
mathematics tasks, called red herrings, because
they do not open any of the locks, were added to
the activity. Students are not aware of these red
herrings until the mathematics is complete, as the
solution does not open any of the locks.
(See Appendix for an example.) We recommend
that red herrings be added once students are
familiar with the breakout box and a challenge is
appropriate.

Conclusion
Breakout boxes provide opportunities to stimulate student
collaboration and curiosity, while creating a positive
learning environment that is inclusive of all learners. The
example given using the Zombie Apocalypse scenario
demonstrates how middle grades students engage and
work collaboratively while the teacher elicits and uses
evidence of student thinking to facilitate meaningful
discourse and support productive struggle (NCTM, 2014).
We have found that the inclusion of a breakout box in
mathematics stimulates engagement of all learners as
they collaborate to unlock the box while at the same time
reinforces understanding mathematical concepts.

Setting up. Once the mathematics objectives and related
tasks are selected, they are incorporated into the breakout
box tool. This includes an introduction built around a
theme that stimulates student interest and encourages
collaboration. In this example, Mr. Gonzalez was filmed
in a science laboratory closet while wearing a lab coat
and safety glasses (see fig. 1), informing students that
zombies were on the attack and the only way to save
the world was to retrieve the antidote. He placed the
antidote (blue sports drink in a vial) inside the locked box.
There are also videos that can be found on the internet to
introduce a challenge, or an application such as Powtoon©
(https://www.powtoon.com/) can be used to create an
introduction. The contents of the box should align with
the challenge, and a record of the times for each class
should be kept in order for classes to compete with each
other. This prevents students from being tempted to share
lock codes with students in other classes.
A variety of locks are used, such as word, directional,
digit, and key locks. These locks are easy to find and may
be purchased online or in local stores. The locks are coded
to correspond to the solution of one of the tasks. When
setting the locking codes, the teacher purposely creates
solutions around the theme to quickly examine if students
are solving the mathematics correctly. In the example, the
five-letter lock was coded A-L-I-V-E to match the zombie
theme (Appendix). By a word, the teacher knew with just
a glance which problems were solved correctly for linear
equations (TEKS 8.5.I), like Mr. Gonzalez was able to do in
the example provided above.
In addition to the breakout box, a teacher might choose to
prepare a second box that contains desired resources, such
as graphing calculators. To encourage collaboration only
enough resources are available for one per three students.
The box can be locked using the key lock, and the key
is hidden in the room. If this box is utilized, we require
students to open it first by finding the hidden key based
on a given clue (see Appendix).

40

| Spring/Summer 2020

Dr. Colleen McLean Eddy
ccolleen.eddy@unt.edu
University of North Texas

Dr. Sarah Smitherman Pratt
Baylor University

Mario Martinez
Garland Independent School District

References

Johnson, Holly E. (2017). Breaking into Breakout Boxes: Escape
Rooms in Education. Kindle version. North Charleston, SC:
CreateSpace Independent Publishing Platform.
National Council of Teachers of Mathematics (NCTM) (2014).
Principles to Actions: Ensuring Mathematical
Success for All. Reston, VA: NCTM.
Texas Essential Knowledge and Skills (TEKS) (2012). 19
TAC Chapter 111. Texas Essential Knowledge
and Skills for Mathematics, retrieved from https://tea
texas.gov/academics/curriculum-standards/teks-review/
mathematics-texas-essential-knowledge-and-skills

Texas Mathematics Teacher


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