LEADER 05909nam 22006735 450 001 9910484123403321 005 20230810235506.0 010 $a94-017-9517-7 024 7 $a10.1007/978-94-017-9517-3 035 $a(CKB)3710000000486957 035 $a(EBL)4179215 035 $a(SSID)ssj0001585044 035 $a(PQKBManifestationID)16263469 035 $a(PQKBTitleCode)TC0001585044 035 $a(PQKBWorkID)14864330 035 $a(PQKB)10306404 035 $a(DE-He213)978-94-017-9517-3 035 $a(MiAaPQ)EBC4179215 035 $a(PPN)190523875 035 $a(EXLCZ)993710000000486957 100 $a20151005d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDigital Games and Mathematics Learning $ePotential, Promises and Pitfalls /$fedited by Tom Lowrie, Robyn Jorgensen (Zevenbergen) 205 $a1st ed. 2015. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2015. 215 $a1 online resource (318 p.) 225 1 $aMathematics Education in the Digital Era,$x2211-8144 ;$v4 300 $aDescription based upon print version of record. 311 08$aPrint version: Digital games and mathematics learning : potential, promises and pitfalls. Dordrecht, [Netherlands] : Springer, c2015 xiii, 309 pages Mathematics education in the digital era ; Volume 4. 2211-8144 9789401795166 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $a1. Digital Games and Learning: What?s 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. Begońa 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).  . 330 $aDigital games offer enormous potential for learning and engagement in mathematics ideas and processes. This volume offers multidisciplinary perspectives?of educators, cognitive scientists, psychologists and sociologists?on how digital games influence the social activities and mathematical ideas of learners/gamers. Contributing authors identify opportunities for broadening current understandings of how mathematical ideas are fostered (and embedded) within digital game environments.  In particular, the volume advocates for new and different ways of thinking about mathematics in our digital age?proposing that these mathematical ideas and numeracy practices are distinct from new literacies or multiliteracies. The authors acknowledge that the promise of digital games has not always been realised/fulfilled. There is emerging, and considerable, evidence to suggest that traditional discipline boundaries restrict opportunities for mathematical learning. Throughout the book, what constitutes mathematics learnings and pedagogy is contested. Multidisciplinary viewpoints are used to describe and understand the potential of digital games for learning mathematics and identify current tensions within the field. Mathematics learning is defined as being about problem solving; engagement in mathematical ideas and processes; and social engagement. The artefact, which is the game, shapes the ways in which the gamers engage with the social activity of gaming. In parallel, the book (as a t extual artefact) will be supported by Springer?s online platform?allowing for video and digital communication (including links to relevant websites) to be used as supplementary material and establish a dynamic communication space. 410 0$aMathematics Education in the Digital Era,$x2211-8144 ;$v4 606 $aMathematics$xStudy and teaching  606 $aEducation$xData processing 606 $aEducational technology 606 $aMathematics Education 606 $aComputers and Education 606 $aDigital Education and Educational Technology 615 0$aMathematics$xStudy and teaching . 615 0$aEducation$xData processing. 615 0$aEducational technology. 615 14$aMathematics Education. 615 24$aComputers and Education. 615 24$aDigital Education and Educational Technology. 676 $a372.7049 702 $aLowrie$b Tom$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aJorgensen (Zevenbergen)$b Robyn$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910484123403321 996 $aDigital Games and Mathematics Learning$92853435 997 $aUNINA