Artículo de publicación ISIOne important challenge in mathematics education is teaching modeling skills. We analyze the logs from a game-based learning system used in a massively multiplayer online tournament. Students had to detect an input–output pattern across 20 rounds. For each round, they received an input and had 2 minutes to predict the output by selecting a binary option (2 points if correct, −1 otherwise), or writing a model (4 points if model prediction was correct, −4 otherwise), or refraining (1 point). Thousands of 3rd to 10th grade students from hundreds of schools simultaneously played together on the web.We identified different types of players using cluster analysis. From 5th grade onwards, we found a cluster of students that wrote models with correct predictions. Half of the 7th to 10th grade students that detected patterns were able to express them with models. The analysis also shows diffusion within the teams of modeling strategies for simple patterns.Conicyt Project CIE-05 Center for Advanced Research on Education, BASAL-CMM project Centro de Modelamiento Matemático U. de Chile and Fondef Grant TIC EDU TE10I001

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Abstract. In this paper we explore the impact of an inter-classrooms math tournament implemented through internet. The strategy is to increase learning through intra-classroom collaboration generated by inter-classroom competition. Ten fourth grade classes with all their students from eight schools participated. During previous weeks students practiced on-line and played a cloud based board game designed to learn word problems. Afterwards, all students participated on an inter-classroom tournament. They played on-line synchronously during 60 min. The game was played in dyads formed from different schools. The list of each classroom average score was published every 5 min on each student computer. We found an important social facilitation effect: a significant improvement on the performance of male students weak on math, and therefore a reduction on the performance gap between mathematically weak and strong male students. The improvement of female students weak on math was also significant but lower.