Developing Strategic and Mathematical Thinking via Game Play: Programming to Investigate a Risky Strategy for Quarto
Bibliographic record
Abstract
The Maths Arcade is an extracurricular club for undergraduate students to play and analyse strategy board games, aimed at building a mathematical community of staff and students as well as improving strategic and mathematical thinking. This educational initiative, used at several universities in the U.K., will be described. Quarto is an impartial game played at the Maths Arcade, in that there is one set of common pieces used by both players, and one where stalemates are a common outcome. While some students play without apparent direction until a winning opportunity appears, others adopt a more risky strategy of building the board towards a winning position, which could allow either player to win. Whether building towards a win is a sensible strategy, when the other player could equally well benefit, is a topic of debate at the Maths Arcade. Intending to suggest a possible student project, this article will describe a method to represent Quarto as an array of binary numbers, making the game suitable for programming in Python. Then, one strategy is programmed to play at random unless a winning move becomes available, while another is programmed to work towards a winning position. These are calibrated by playing against a completely random strategy and against themselves, then they are played against each other. The more risky strategy is found to win over the more naive player in around two thirds of one million games. Some limitations and possible areas of development are discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".