Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorBastani, Reyhaneh
dc.contributor.authorKim, Beaumie
dc.identifier.citationBastani, 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.en_US
dc.description.abstractIn 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.en_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleLearners’ Emergent Designs for Play: Game Design as Mathematical Modeling Practicesen_US
dc.typeLong Paperen_US
Appears in Collections:ICLS 2020

Files in This Item:
File SizeFormat 
1445-1452.pdf468.34 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.