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|Title:||Street Mathematics and School Mathematics in a Video Game|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Wisittanawat, P. & Gresalfi, M. (2020). Street Mathematics and School Mathematics in a Video Game. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 310-316). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Prior research has documented that school-age children tend to be more sensible and flexible in their strategies when thinking about quantitative relations in out-of-school settings. In classrooms children largely do math for math’s sake. In other settings, when children engage in mathematical thinking, they often do so in service of purposeful actions situated in ongoing activities. This study rests on the premise that immersive video games can be designed to provide a context for purposeful mathematical thinking. This paper examines middle-school students’ mathematical thinking in a video game designed to support applications of proportional reasoning. Data sources include screen-records of game play from two 6th-grade classrooms. Data analysis aims to identify and characterize the kinds of mathematical thinking students engaged in during game play. Findings suggest that in the same video game students’ mathematical thinking varied, both within and between students, reflecting previously observed distinctions between street and school mathematics.|
|Appears in Collections:||ICLS 2020|
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