Digital games and mathematics learning

Potential, promises and pitfalls

Tom Lowrie (Editor), Robyn JORGENSEN (Editor)

Research output: Book/ReportEdited Book

Abstract

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 textual 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.
Original languageEnglish
Place of PublicationDordrecht, The Netherlands
PublisherSpringer
Volume4
ISBN (Electronic)9789401795173
ISBN (Print)9789401795166
DOIs
Publication statusPublished - 2015

Publication series

NameMathematics Education in the Digital Era
PublisherSpringer
Volume4
ISSN (Print)2211-8136
ISSN (Electronic)2211-8144

Fingerprint

mathematics
learning
artifact
communication
psychologist
website
video
educator
evidence

Cite this

Lowrie, T., & JORGENSEN, R. (Eds.) (2015). Digital games and mathematics learning: Potential, promises and pitfalls. (Mathematics Education in the Digital Era; Vol. 4). Dordrecht, The Netherlands: Springer. https://doi.org/10.1007/978-94-017-9517-3
Lowrie, Tom (Editor) ; JORGENSEN, Robyn (Editor). / Digital games and mathematics learning : Potential, promises and pitfalls. Dordrecht, The Netherlands : Springer, 2015. (Mathematics Education in the Digital Era).
@book{09878745e04c4f6c873f2bed38b158a2,
title = "Digital games and mathematics learning: Potential, promises and pitfalls",
abstract = "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 textual 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 manipulatives, ict and mathematics, ipad, ipad apps, mathematics apps, primary school mathematics",
editor = "Tom Lowrie and Robyn JORGENSEN",
year = "2015",
doi = "10.1007/978-94-017-9517-3",
language = "English",
isbn = "9789401795166",
volume = "4",
series = "Mathematics Education in the Digital Era",
publisher = "Springer",
address = "Netherlands",

}

Lowrie, T & JORGENSEN, R (eds) 2015, Digital games and mathematics learning: Potential, promises and pitfalls. Mathematics Education in the Digital Era, vol. 4, vol. 4, Springer, Dordrecht, The Netherlands. https://doi.org/10.1007/978-94-017-9517-3

Digital games and mathematics learning : Potential, promises and pitfalls. / Lowrie, Tom (Editor); JORGENSEN, Robyn (Editor).

Dordrecht, The Netherlands : Springer, 2015. (Mathematics Education in the Digital Era; Vol. 4).

Research output: Book/ReportEdited Book

TY - BOOK

T1 - Digital games and mathematics learning

T2 - Potential, promises and pitfalls

A2 - Lowrie, Tom

A2 - JORGENSEN, Robyn

PY - 2015

Y1 - 2015

N2 - 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 textual 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.

AB - 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 textual 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.

KW - digital manipulatives

KW - ict and mathematics

KW - ipad

KW - ipad apps

KW - mathematics apps

KW - primary school mathematics

UR - http://link.springer.com/10.1007/978-94-017-9517-3

UR - http://www.mendeley.com/research/digital-games-mathematics-learning

U2 - 10.1007/978-94-017-9517-3

DO - 10.1007/978-94-017-9517-3

M3 - Edited Book

SN - 9789401795166

VL - 4

T3 - Mathematics Education in the Digital Era

BT - Digital games and mathematics learning

PB - Springer

CY - Dordrecht, The Netherlands

ER -

Lowrie T, (ed.), JORGENSEN R, (ed.). Digital games and mathematics learning: Potential, promises and pitfalls. Dordrecht, The Netherlands: Springer, 2015. (Mathematics Education in the Digital Era). https://doi.org/10.1007/978-94-017-9517-3