Language:
English
繁體中文
Help
圖資館首頁
Login
Back
to Search results for
[ subject:"Electronic games." ]
Switch To:
Labeled
|
MARC Mode
|
ISBD
Digital games and mathematics learni...
~
Jorgensen (Zevenbergen), Robyn.
Digital games and mathematics learningpotential, promises and pitfalls /
Record Type:
Electronic resources : Monograph/item
Title/Author:
Digital games and mathematics learningedited by Tom Lowrie, Robyn Jorgensen (Zevenbergen)
Reminder of title:
potential, promises and pitfalls /
other author:
Lowrie, Tom.
Published:
Dordrecht :Springer Netherlands :2015.
Description:
xiii, 309 p. :ill., digital ;24 cm.
Contained By:
Springer eBooks
Subject:
Games in mathematics education.
Online resource:
http://dx.doi.org/10.1007/978-94-017-9517-3
ISBN:
9789401795173$q(electronic bk.)
Digital games and mathematics learningpotential, promises and pitfalls /
Digital games and mathematics learning
potential, promises and pitfalls /[electronic resource] :edited by Tom Lowrie, Robyn Jorgensen (Zevenbergen) - Dordrecht :Springer Netherlands :2015. - xiii, 309 p. :ill., digital ;24 cm. - Mathematics education in the digital era,v.42211-8136 ;. - Mathematics education in the digital era ;v.2..
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. Begona 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)
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.
ISBN: 9789401795173$q(electronic bk.)
Standard No.: 10.1007/978-94-017-9517-3doiSubjects--Topical Terms:
348501
Games in mathematics education.
LC Class. No.: QA20.G35 / D54 2015
Dewey Class. No.: 372.7
Digital games and mathematics learningpotential, promises and pitfalls /
LDR
:04446nmm a2200337 a 4500
001
476854
003
DE-He213
005
20160419165752.0
006
m d
007
cr nn 008maaau
008
160526s2015 ne s 0 eng d
020
$a
9789401795173$q(electronic bk.)
020
$a
9789401795166$q(paper)
024
7
$a
10.1007/978-94-017-9517-3
$2
doi
035
$a
978-94-017-9517-3
040
$a
GP
$c
GP
041
0
$a
eng
050
4
$a
QA20.G35
$b
D54 2015
072
7
$a
JNU
$2
bicssc
072
7
$a
PB
$2
bicssc
072
7
$a
EDU029010
$2
bisacsh
082
0 4
$a
372.7
$2
23
090
$a
QA20.G35
$b
D574 2015
245
0 0
$a
Digital games and mathematics learning
$h
[electronic resource] :
$b
potential, promises and pitfalls /
$c
edited by Tom Lowrie, Robyn Jorgensen (Zevenbergen)
260
$a
Dordrecht :
$b
Springer Netherlands :
$b
Imprint: Springer,
$c
2015.
300
$a
xiii, 309 p. :
$b
ill., digital ;
$c
24 cm.
490
1
$a
Mathematics education in the digital era,
$x
2211-8136 ;
$v
v.4
505
0
$a
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. Begona 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)
520
$a
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.
650
0
$a
Games in mathematics education.
$3
348501
650
0
$a
Electronic games.
$3
618252
650
1 4
$a
Education.
$3
177995
650
2 4
$a
Mathematics Education.
$3
274700
650
2 4
$a
Computers and Education.
$3
274532
650
2 4
$a
Educational Technology.
$3
276609
700
1
$a
Lowrie, Tom.
$3
731594
700
1
$a
Jorgensen (Zevenbergen), Robyn.
$3
731595
710
2
$a
SpringerLink (Online service)
$3
273601
773
0
$t
Springer eBooks
830
0
$a
Mathematics education in the digital era ;
$v
v.2.
$3
678108
856
4 0
$u
http://dx.doi.org/10.1007/978-94-017-9517-3
950
$a
Humanities, Social Sciences and Law (Springer-11648)
based on 0 review(s)
ALL
電子館藏
Items
1 records • Pages 1 •
1
Inventory Number
Location Name
Item Class
Material type
Call number
Usage Class
Loan Status
No. of reservations
Opac note
Attachments
000000120073
電子館藏
1圖書
電子書
EB QA20.G35 D574 2015
一般使用(Normal)
On shelf
0
1 records • Pages 1 •
1
Multimedia
Multimedia file
http://dx.doi.org/10.1007/978-94-017-9517-3
Reviews
Add a review
and share your thoughts with other readers
Export
pickup library
Processing
...
Change password
Login