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Multimodal literacy, digital games and curriculum

Beavis, Catherine 2015, Multimodal literacy, digital games and curriculum. In Lowrie, Tom and Jorgensen (Zevenbergen), Robyn (ed), Digital games and mathematics learning potential, promises and pitfalls, Springer, Berlin, Germany, pp.109-122, doi: 10.1007/978-94-017-9517-3.

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Title Multimodal literacy, digital games and curriculum
Author(s) Beavis, CatherineORCID iD for Beavis, Catherine orcid.org/0000-0002-8835-0309
Title of book Digital games and mathematics learning potential, promises and pitfalls
Editor(s) Lowrie, Tom
Jorgensen (Zevenbergen), Robyn
Publication date 2015
Series Mathematics Education in the Digital Era
Chapter number 7
Total chapters 14
Start page 109
End page 122
Total pages 13
Publisher Springer
Place of Publication Berlin, Germany
Keyword(s) Education
Summary Digital games offer enormous potential for learning and engagement in mathematics ideas and processes. This volume offers multidisciplinary perspectives—of educators, cognitive scientists, psychologists and sociologists—on how digital games influence the social activities and mathematical ideas of learners/gamers. Contributing authors identify opportunities for broadening current understandings of how mathematical ideas are fostered (and embedded) within digital game environments. In particular, the volume advocates for new and different ways of thinking about mathematics in our digital age—proposing that these mathematical ideas and numeracy practices are distinct from new literacies or multiliteracies. The authors acknowledge that the promise of digital games has not always been realised/fulfilled. There is emerging, and considerable, evidence to suggest that traditional discipline boundaries restrict opportunities for mathematical learning. Throughout the book, what constitutes mathematics learnings and pedagogy is contested. Multidisciplinary viewpoints are used to describe and understand the potential of digital games for learning mathematics and identify current tensions within the field.Mathematics learning is defined as being about problem solving; engagement in mathematical ideas and processes; and social engagement. The artefact, which is the game, shapes the ways in which the gamers engage with the social activity of gaming. In parallel, the book (as a textual artefact) will be supported by Springer’s online platform—allowing for video and digital communication (including links to relevant websites) to be used as supplementary material and establish a dynamic communication space.
ISBN 9789401795173
9401795177
ISSN 2211-8136
2211-8144
Language eng
DOI 10.1007/978-94-017-9517-3
Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl Lote, Esl and Tesol)
200102 Communication Technology and Digital Media Studies
Socio Economic Objective 930201 Pedagogy
HERDC Research category B1.1 Book chapter
ERA Research output type B Book chapter
Copyright notice ©2015, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30090229

Document type: Book Chapter
Collection: School of Education
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