Lowrie - Digital Games and Mathematics Learning [recurso electrónico] Potential, Promises and Pitfalls
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Digital games offer enormous potential for learning and engagement in mathematics ideas and processes. This volume offers multidisciplinary perspectivesof educators, cognitive scientists, psychologists and sociologistson 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 ageproposing 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 mat ...;1. Digital Games and Learning: Whats New Is Already Old? Tom Lowrie and Robyn Jorgensen(Zevenbergen) (Australia) -- 2. Mathematics and Non-School Gameplay. Antri Avraamidou, John Monaghan and Aisha Walker (United Kingdom) -- 3. Integration of Digital Games in Learning and e-Learning Environments: Connecting Experiences and Context. Begoa Gros (Spain) -- 4. The Construction of Electronic Games as an Environment for Mathematics Education. Rodrigo Dalla Vecchia, Marcus V. Maltempi and Marcelo C. Borba (Brazil) -- 5. Digital Games, Mathematics and Visuospatial Reasoning. Tom Lowrie (Australia) -- 6. Digital Games and Equity: Implications for Issues of Social Class and Rurality. Robyn Jorgensen(Zevenbergen) (Australia) -- 7. Multimodal Literacy, Digital Games and Curriculum. Catherine Beavis (Australia) -- 8. Apples and Coconuts: Young Children Kinect-ing with Mathematics and Sesame Street. Meagan Rothschild and Caroline C. Williams (United States) -- 9. SAPS and Digital Games: Improving Mathematics Transfer and Attitudes in Schools. Richard N. Van Eck (United States) -- 10. Mathematics and Educational Psychology: Construction of Learning Environments. Cesare Fregola (Italy) -- 11. Serious Games and Gaming. Terry Bossomaier (Australia) -- 12. Apps: Appropriate, Applicable and Appealing? Nigel Calder (New Zealand) -- 13. An App! An App! My Kingdom for an App: An 18 Month Quest t o Determine Whether Apps Support Mathematical Knowledge Building. Kevin Larkin (Australia) -- 14. Digital Games and Mathematics Learning: The State of Play. Tracy Logan and Kim Woodland (Australia). .
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Gerald A. Voorhees
Abel Rodr
David Wells
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Springer Science+Business Media Dordrecht 2015
Tom Lowrie and Robyn Jorgensen (Zevenbergen) (eds.) Digital Games and Mathematics Learning Mathematics Education in the Digital Era 10.1007/978-94-017-9517-3_1Digital Games and Learning: Whats New Is Already Old?
Tom Lowrie 1
(1)
Faculty of Education, Science, Technology and Mathematics, University of Canberra, Canberra, Australia
Tom Lowrie (Corresponding author)
Email:
Robyn Jorgensen (Zevenbergen)
Email:
Keywords
Technology Mathematics education Digital Literacy Games environment Digital environment Authentic problem solving Mathematics Dynamic visual imagery Spatial reasoning Dynamic imageryTom Lowrie
is a Centenary Professor at the University of Canberra. Tom has an established international research profile in the discipline area of mathematics education and he has attracted considerable nationally competitive funding from the Australian Research Council. A substantial body of Toms research is associated with spatial sense, particularly students use of spatial skills and visual imagery to solve mathematics problems. He also investigates the role and nature of graphics in mathematics assessment. Tom has investigated the extent to which digital technologies impact on the education community including teachers, children, and their parents, as well as childrens engagement in out-of-school settings. A particular focus of Toms work has been on disadvantaged students (particularly Indigenous students and students living in remote areas). He was selected to publish an entry on rural and remote mathematics education in the Springer Encyclopedia of Mathematics Education (2014) and is co-author of the book, Mathematics for Children: Challenging Children to Think Mathematically (the most widely distributed undergraduate mathematics book in Australia and published in its fourth edition in 2012 by Pearson Australia).
Robyn Jorgensen (Zevenbergen)
is a Professor of Education: Equity and Pedagogy at the University of Canberra. Her work has been focused on issues of equity and access in relation to mathematics education. This work has sought to understand the ways in which mathematics practices are implicated in the success (or not) of students who have been traditionally marginalised in the study of school mathematics. Her work usually draws on the theoretical frameworks offered by French sociologist, Pierre Bourdieu, to better understand the ways in which practices within the field of mathematics education are implicated in the (re)production of equity and inequities.
Context
The genesis of this manuscript was inspired by a series of presentations (in 2011) undertaken via a Discussion Group at the 35th conference of the International Group for the Psychology of Mathematics Education held in Ankara, Turkey. In fact, several of the participants in the Discussion Group are chapter authors. Collectively, the authors of this manuscript were given the challenge to consider the affordances (or not) of digital games for mathematics learning. Their international perspectives are drawn from a diverse range of cognitive, psychological and sociocultural viewpoints, from foundations within and outside mathematics education. It was not our intent to have a book that was driven solely by data, but rather to make a contribution to the field by drawing on a wide range of authors whose methodologies and approaches would create a discussion forum for considering the worth (or not) of games in bringing about better ways of teaching and learning mathematics. At the same time, we were also interested in seeing the affordances that this new genre may create for new forms of learning and mathematics.
The manuscript addresses the potential, promises and pitfalls of digital games for mathematics learning by measuring, monitoring and analysing the development of students sense making as they engage in games technologies, both in- and out-of-school. Technology is clearly a catalyst for significant educational and social changeand although technology has become intrinsic to most of our daily practices, education systems rely much less on technology than is the case in society more generally. As citizens, we have been forced to be adaptors of digital technologyfrom paying bills to how we decode a map. To date, education systems have been protected somewhat, and mathematics education in particular. Indeed, there is some sense that there may be some artificiality in terms of the potential for digital tools to radically reform education. It is in this context that we have actively sought to bring a broad collection of authors and perspectives to create a forum for debate.
In the last chapter of the book, a secondary data analysis of digital game impact over the past 5 years, Logan and Woodland (Chap. 14) highlight the influence digital games are having beyond the entertainment industry. They speculate that the current generation of children is experiencing a parallel education, with out-of-school learning highly influenced by gaming. They suggest that these children will grow and compound the use of digital games in learning as they themselves become our future educators and policy-makers. Potentially, we are at the advent of a digital era that could impact dramatically on education and school classrooms. In the past, such expectations and predictions have had much less effect than initially conceived [remember Papperts (1980) Mindstorms ].
We trust that this book will provide readers with a relatively global perspective of the influence of digital games in education, and particularly the nature and role of gaming in mathematics education. We are mindful of the fact that digital technologies change at a much greater rate than education curricula systems, and that todays new hardware or peripherals are likely to be redundant in a few years. Nevertheless, gaming may well be the next major influence on learning and education, and it is certainly the case that mathematics has a role in new developments and initiatives.
Positing Digital Games Within Literacy Contexts
In the field of literacy education, there is a strong recognition of the possibility of the digital games environment creating new opportunities for literacy and literacy learning. Gees () seminal work with digital games has highlighted two salient features that may have application in the field of mathematics education. First are the opportunities for new forms of literacy that are made possible through the digitized literacy format of the games platforms. Second, the digital games environment itself creates and fosters new learning opportunities that appear to engage learners for long, sustained periods of time. Gee contends that much can be learnt from the principles that underpin the games technologies that need to be adopted into modern learning environments.
Gee () has examined the digital games environments to explore the principles used by the gaming industry to engage players in games. As a highly competitive industry where millions of dollars can be spent on developing games, the industry has designed games that engage players for extended periods of time. Gees principles have been used to justify reforms in education that will engage the students as they enter schools. Gee and his advocates argued that the current practices in school are failing to cater for todays learners (often termed digital natives). He proposed that 36 principles used in games designs could radically offer new learning environments that cater for learning and learners in the digital era.
Drawing on three discourses (situated cognition, new literacy studies and connectionism), Gee provides a comprehensive account of the possibilities of games to create exciting and engaging learning opportunities. Primarily, Gee focuses on literacy learning and how the games environment allows for new forms of literacy and engagement in literacy texts. The literacy demands of these digital worlds are substantially different from the linear text models of the printed media that has dominated literacy since the industrial revolution. It is beyond the scope of this chapter to outline each of these principles in detail but we provide the full list here without description. Fundamental to Gees principles are the notions that gamers identify with the game and develop an identity (and affinity) with the game that aids in the engagement with the game. Once in the game, the player then is further engaged through the underlying structures of the game where there is a progression through the game from simple activities that progressively increase in difficulty. As the player engages with these increasing complexities, he/she is strongly scaffolded through a range of design principles including low-failure and where failure is not public so that there is encouragement to engage with game. The game is also structured so that skills learnt in one level will be used and extended in subsequent levels. The principles are compelling and clearly work in the games industry. Given many of the principles mirror practices most educationalists value and indeed strive for, one could easily suggest a magic bullet has been identified, at least in terms of literacy education.
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