Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4082
Title: Meaningful Contexts for Mathematical Learning: The Potential of Game Making
Authors: Kafai, Yasmin B.
Ching, Cynthia Carier
Issue Date: Jul-1996
Publisher: Association for the Advancement of Computing in Education (AACE)
Citation: Kafai, Y. B. & Ching, C. C. (1996). Meaningful Contexts for Mathematical Learning: The Potential of Game Making. In Edelson, D. C. & Domeshek, E. A. (Eds.), International Conference on the Learning Sciences, 1996 (pp. 164-171). Evanston, IL, USA: Association for the Advancement of Computing in Education (AACE).
Abstract: There is a need for educational researchers to find connections between formal education and the many other activities and contexts which inhabit the "real world" of children. While there has been some research on the potential of game playing for learning, the benefits of game making activities have not been examined. In this paper we present the analysis of a design session in which four elementary school-students designed computer games to teach fractions to other students. We analyzed the design interactions in a microgenetic fashion to identify the progression of students' mathematical thinking. In addition, we paid close attention to the contribution of students' social interactions to the increasing sophistication of fraction representations in the game context. We argue in this paper that not only is the context of game-making itself relevant to children's "real world," but that it also provides opportunities for children to explore mathematical ideas within many other "real world" scenes and situations as they design their games.
URI: https://doi.dx.org/10.22318/icls1996.164
https://repository.isls.org//handle/1/4082
Appears in Collections:ICLS 1996

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