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Digital Games and Mathematics Learning

Potential, Promises and Pitfalls

  • Tom Lowrie
  • Robyn Jorgensen (Zevenbergen)

Part of the Mathematics Education in the Digital Era book series (MEDE, volume 4)

Table of contents

  1. Front Matter
    Pages i-xiii
  2. Tom Lowrie, Robyn Jorgensen (Zevenbergen)
    Pages 1-9
  3. Antri Avraamidou, John Monaghan, Aisha Walker
    Pages 11-34
  4. Rodrigo Dalla Vecchia, Marcus V. Maltempi, Marcelo C. Borba
    Pages 55-69
  5. Catherine Beavis
    Pages 109-122
  6. Terry Bossomaier
    Pages 201-232
  7. Tracy Logan, Kim Woodland
    Pages 277-304
  8. Back Matter
    Pages 305-309

About this book

Introduction

Digital games offer enormous potential for learning and engagement in mathematics ideas and processes. This volume offers multidisciplinary perspectives—of educators, cognitive scientists, psychologists and sociologists—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 age—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 t

extual artefact) will be supported by Springer’s online platform—allowing for video and digital communication (including links to relevant websites) to be used as supplementary material and establish a dynamic communication space.

Keywords

Digital games in mathematics education Mathematics and digital age Mathematics and gaming Problem solving with digital games Social engagement digital games Visuospatial reasoning

Editors and affiliations

  • Tom Lowrie
    • 1
  • Robyn Jorgensen (Zevenbergen)
    • 2
  1. 1.Faculty of Edu, Sci, Tech & MathUniversity of CanberraCanberraAustralia
  2. 2.Faculty of Edu, Sci, Tech & MathUniversity of CanberraCanberraAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-017-9517-3
  • Copyright Information Springer Science+Business Media Dordrecht 2015
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-94-017-9516-6
  • Online ISBN 978-94-017-9517-3
  • Series Print ISSN 2211-8136
  • Series Online ISSN 2211-8144
  • Buy this book on publisher's site