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|Title:||Learners’ Emergent Designs for Play: Game Design as Mathematical Modeling Practices|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Bastani, R. & Kim, B. (2020). Learners’ Emergent Designs for Play: Game Design as Mathematical Modeling Practices. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1445-1452). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||In this paper, we explore how collaboratively redesigning a game could support a modeling-based view of mathematics learning. We rely on a complexity perspective to structure learning environments that aims to expand collective learning opportunities while valuing the diversity of individual ideas. We explored how we could support learners to come up with their individual ideas on meaningful interactions in possible game systems and to collectively use mathematics to model those systems. We argue that collaborative game design provides opportunities for students to go beyond practicing computation and solving linear problems. They could develop a view of mathematics as a tool to make sense of systems, and experiment with and design new possible structures (i.e., in the modeled world of their game). Our findings highlight the importance of the classroom structures that support learners to develop shared goals while enabling them to pursue diverse paths of engagement with mathematics.|
|Appears in Collections:||ICLS 2020|
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