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Game-based classroom activity is intended to leverage students' interest and motivation to play, and to provide safe contexts for supporting students' academic learning. However, a basic criticism of many games currently used in classroom settings is that they can fail to meaningfully embody academic content. A more subtle concern is that cognitive and social dynamics emerging from the structuring and enactment of poorly designed games may compromise students' affective disposition and, so, undermine their learning opportunities. Using the case of classroom games designed for mathematical learning, I propose to examine how certain structural dynamics of a learning activity such as the rules and protocol for interaction, choice of media, or criteria for success may influence student interest, engagement, and eventual learning outcomes. This theoretical article reviews cognitive, developmental, and game-related literature in order to develop a rationale for accountable design-an approach that considers how these dynamics may be coordinated to support both the instructional objectives of educators, as well as the individual social and developmental needs of students. BACKGROUND AND OBJECTIVES A general strategy for supporting classroom learning has been to design/organize play-based activities such as games (Dewey, 1928; National Council of Teachers 135

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The proposed demo is influenced by principles of embodied interaction design for supporting mathematics learning. In brief, student participants are literally tasked with jumping up and down in playful competition with one another, while a graphic representation dynamically grows and enumerates their physical activity. The intent is to create a "bodily-syntonic" experience that helps students draw a direct correlation between the frequency of their jumps and the magnitudes represented on the bar graph. In this manner a routine lesson is transformed into an opportunity for promoting both mathematics learning and physical exercise. The proposed installation will allow conference attendees to interact with various iterations of the original design and to explore how design choices affect user's experience and learning.