Digital Games and Mathematics Learning

Digital Games and Mathematics Learning

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Digital games offer enormous potential for learning and engagement in mathematics ideas and processes. This volume offers multidisciplinary perspectivesa€”of educators, cognitive scientists, psychologists and sociologistsa€”on how digital games influence the social activities and mathematical ideas of learners/gamers. Contributing authors identify opportunities for broadening current understandings of how mathematical ideas are fostered (and embedded) within digital game environments. In particular, the volume advocates for new and different ways of thinking about mathematics in our digital agea€”proposing that these mathematical ideas and numeracy practices are distinct from new literacies or multiliteracies. The authors acknowledge that the promise of digital games has not always been realised/fulfilled. There is emerging, and considerable, evidence to suggest that traditional discipline boundaries restrict opportunities for mathematical learning. Throughout the book, what constitutes mathematics learnings and pedagogy is contested. Multidisciplinary viewpoints are used to describe and understand the potential of digital games for learning mathematics and identify current tensions within the field. Mathematics learning is defined as being about problem solving; engagement in mathematical ideas and processes; and social engagement. The artefact, which is the game, shapes the ways in which the gamers engage with the social activity of gaming. In parallel, the book (as a te xtual artefact) will be supported by Springera€™s online platforma€”allowing for video and digital communication (including links to relevant websites) to be used as supplementary material and establish a dynamic communication space.(e.g., The Legend of Zelda: Phantom Hourglass) can be played on two screens of a Nintendo DS. ... Playing the same game, Profile 1 players tend to ignore the top screen altogether and focus on one screen. Above and below the x and y axes ... As Bishop (1989) has argued, most visualisation is idiosyncratic in nature so the use of imagery evoked in these situations is by no means limited or restrictive.

Title:Digital Games and Mathematics Learning
Author:Tom Lowrie, Robyn Jorgensen (Zevenbergen)
Publisher:Springer - 2015-10-05


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