Drawing from Gee’s learning principles developed from the digital games environment, we provide a critical analysis of the difference between using these principles in a literacy environment as opposed to a mathematical environment. Using stimulated recall, primary school-aged students played with a number of contemporary digital games. Feedback was sought. This was compared with the descriptions provided by experienced adult gamers. Both players provided insights into the cognitive process used by gamers when engaging with games. Collectively, these sources allow us to propose that the learning principles may restrict deep learning processes for mathematical learning.
|Title of host publication||Mathematics Education: Expanding Horizons|
|Subtitle of host publication||Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia|
|Editors||Jaguthsing Dindyal, Lu Pien Cheng, Swee Fong Ng|
|Place of Publication||Singapore|
|Publisher||Mathematics Education Research Group of Australasia|
|Number of pages||7|
|Publication status||Published - 2012|
|Event||35th annual conference of Mathematics Education Research Group of Australasia - , Singapore|
Duration: 2 Jul 2012 → 6 Jul 2012
|Conference||35th annual conference of Mathematics Education Research Group of Australasia|
|Period||2/07/12 → 6/07/12|
Jorgensen, R., & Lowrie, T. (2012). Digital Games for Learning Mathematics: Possibilities and Limitations. In J. Dindyal, L. P. Cheng, & S. F. Ng (Eds.), Mathematics Education: Expanding Horizons: Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 378-384). Singapore: Mathematics Education Research Group of Australasia.