Digital Games and Mathematics Learning : Potential, Promises and Pitfalls / / edited by Tom Lowrie, Robyn Jorgensen (Zevenbergen) |
Edizione | [1st ed. 2015.] |
Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2015 |
Descrizione fisica | 1 online resource (318 p.) |
Disciplina | 372.7049 |
Collana | Mathematics Education in the Digital Era |
Soggetto topico |
Mathematics - Study and teaching
Education - Data processing Educational technology Mathematics Education Computers and Education Digital Education and Educational Technology |
ISBN | 94-017-9517-7 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | 1. 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. Begoña 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). . |
Record Nr. | UNINA-9910484123403321 |
Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2015 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
STEM education in the early years : thinking about tomorrow / / Kevin Larkin, Thomas Lowrie |
Autore | Larkin Kevin M. |
Pubbl/distr/stampa | Singapore : , : Springer, , [2022] |
Descrizione fisica | 1 online resource (161 pages) : illustrations |
Disciplina | 372.7 |
Soggetto topico |
Mathematics - Study and teaching (Early childhood)
Technology - Study and teaching (Early childhood) Engineering - Study and teaching (Early childhood) Science - Study and teaching (Early childhood) Educació STEM Educació infantil |
Soggetto genere / forma | Llibres electrònics |
ISBN | 981-19-2810-X |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Intro -- Acknowledgements -- Contents -- About the Authors -- 1 STEM in the Early Years: Laying the Foundations -- 1.1 Introduction -- 1.1.1 What is STEM? -- 1.1.2 The Importance of STEM Education -- 1.1.3 What is Involved in Delivering STEM Education? -- 1.2 Contemporary Issues in STEM Education in the Early Years -- 1.2.1 Gender Stereotypes and STEM Identity -- 1.2.2 STEM Education and Indigenous Perspectives -- 1.2.3 STEM in Disadvantaged Communities -- 1.2.4 What is Needed in STEM Education in Disadvantaged Communities? -- 1.3 Book Structure -- References -- 2 Pedagogical and Social Perspectives to Teaching STEM in the Early Years -- 2.1 Introduction -- 2.2 [S, T, E, or M] or [STEM]? -- 2.3 Vygotsky and Social-Constructivist Approaches to STEM Learning -- 2.3.1 The "Double Move" in Teaching -- 2.4 Five Approaches to Teaching STEM -- 2.4.1 STEM Schools -- 2.4.2 Project-Based Learning (PBL) -- 2.4.3 Inquiry-Based Learning (IBL) -- 2.4.4 Problem-Based Learning -- 2.4.5 An Integrated Approach to STEM Education -- 2.4.6 Advantages and Challenges of Integrated STEM Education -- 2.5 The Early Years Learning Framework (EYLF) -- 2.6 Intentional Teaching -- 2.6.1 Findings Regarding the Impact of Intentional Teaching -- 2.6.2 Practical Applications of Intentional Teaching -- 2.7 Conclusion -- References -- 3 Digital Technologies, Computational Thinking, and Robotics -- 3.1 Introduction -- 3.2 Access to Digital Technologies -- 3.3 The Educational Effects of Digital Technology -- 3.4 Specific Impact of Tablets -- 3.4.1 Access to Tablets and Apps -- 3.4.2 Ease of Use of Tablets -- 3.4.3 Impacts of the Use of Tablets -- 3.5 Information Regarding Quality Apps -- 3.6 Evaluation Tools -- 3.6.1 Methodologies for Evaluating Apps -- 3.6.2 Design Principles for the Creation of Quality Apps -- 3.7 Screen Time and Its Impact on Young Children.
3.7.1 New Understandings of Screen Time -- 3.8 Computational Thinking (CT) -- 3.8.1 Importance of Computational Thinking (CT) -- 3.9 Robotics -- 3.9.1 Robotics and Gender -- 3.9.2 Robotics as a Form of Manipulatives -- 3.9.3 Robotics and Learning -- 3.9.4 Sequencing With Robotics -- 3.9.5 Reasoning and Problem Solving With Robotics -- 3.10 Conclusion -- References -- 4 Play, Digital Play, and Play-Based Learning -- 4.1 Introduction -- 4.2 Play -- 4.3 Digital Play -- 4.3.1 The Digital Play Framework (DPF) -- 4.4 Playful Explorations -- 4.5 An Ecological Approach to Digital Play -- 4.6 Play-Based Learning -- 4.6.1 Guided Play -- 4.6.2 Our Approach to Play-Based Learning in the ELSA Program -- 4.7 Conclusion -- References -- 5 Early Childhood Educators and STEM Education -- 5.1 Introduction -- 5.2 STEM and Early Childhood Educators -- 5.2.1 Educator Beliefs Regarding STEM -- 5.2.2 Impact of Educator Beliefs on the Teaching of STEM -- 5.2.3 Educator Knowledge of STEM -- 5.3 Professional Development (PD) -- 5.3.1 Early Childhood Educators and Their STEM Professional Development (PD) Needs -- 5.3.2 Forms of Professional Development (PD) -- 5.3.3 Specific Need for Engineering Professional Development (PD) -- 5.3.4 Teacher Reflections Regarding Professional Development (PD) -- 5.3.5 Principles and Guidelines for Professional Development (PD) in Digital Technologies -- 5.4 Conclusion -- References -- 6 STEM Education Beyond the "School Fence" -- 6.1 Introduction -- 6.2 The Impact of Parents and Families on STEM Learning -- 6.2.1 Influence of Parents in Science -- 6.2.2 Increasing Parental Involvement in Science -- 6.2.3 Influence of Parents in Mathematics -- 6.2.4 Increasing Parental Involvement in Mathematics -- 6.2.5 Influence of Parents in Engineering -- 6.2.6 Influence of Parents in Digital Technologies. 6.2.7 The Role of Parents in Supporting the Use of Digital Technology in the Home -- 6.2.8 The Importance of Parent Language in Supporting STEM Learning -- 6.2.9 Our Contribution in Supporting Parents and Families -- 6.3 Alternatives to School-Based STEM Education -- 6.3.1 STEM in Museums and Other Public Places -- 6.3.2 Partnerships in STEM Education -- 6.3.3 STEM Events -- 6.3.4 Benefits of STEM Partnerships and STEM Events -- 6.3.5 Issues with STEM Partnerships and STEM Events -- 6.4 Conclusion -- References -- 7 A Way Forward for STEM in the Early Years -- 7.1 Introduction -- 7.2 Conception of Play Underpinning ELSA -- 7.3 STEM Practices Framework and ERA: Our Proposal for Sustainable STEM Education -- 7.3.1 STEM Practices -- 7.3.2 Why STEM Practices? -- 7.3.3 Understanding the STEM Practices Approach -- 7.3.4 STEM Practices Framework -- 7.3.5 STEM Practices and Spatial Reasoning -- 7.3.6 Teaching STEM Practices -- 7.4 Experience, Represent, Apply (ERA) Heuristic -- 7.4.1 What is ELPSA? -- 7.4.2 ERA as a Design Heuristic for the Creation of Apps -- 7.5 Educator and Child Engagement in the ELSA Program -- 7.6 Conclusion -- References. |
Record Nr. | UNINA-9910590087703321 |
Larkin Kevin M. | ||
Singapore : , : Springer, , [2022] | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|