Serious Games in Teaching/learning Mathematics: the Experience of FunGo

2019 ◽  
pp. 150-155
Author(s):  
Daniela Ferrarello
Keyword(s):  
Mathematics Education ◽  
Serious Games ◽  
Learning Objectives ◽  
Public Events ◽  
General Overview ◽  
Learning Mathematics ◽  
Computer Scientists ◽  
Teaching Learning ◽  
Educational Potential ◽  
Positive Results

In this paper we present a general overview of serious games and their educational potential. We focus in particular on serious games for the teaching/learning of mathematics, highlighting how the method of horizontal teaching is effective in enabling students to achieve the learning objectives set by the teacher. FunGo, a serious game designed by the authors (researchers in mathematics education) in synergy with a group of graphic designers and computer scientists, is part of this line of ideas. We will show how FunGo has a multiple usability: it has, in fact, a double didactic use and has been used in public events of dissemination of mathematics, reporting in both cases positive results.

scholarly journals Realistic Mathematics & Vygotsky’s Theories in Mathematics Education

2020 ◽  
Vol 9 (1) ◽  
pp. 104-108
Author(s):  
Kaushik Das
Keyword(s):  
Mathematics Education ◽  
Learning Theories ◽  
Modern World ◽  
Realistic Mathematics Education ◽  
Cultural Perspective ◽  
Domain Specific ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Instruction Theory ◽  
Teaching Learning

Mathematics education is not mathematics, it makes a basic use of highly specialized kinds of mathematical knowledge. The modern world feels a crisis of proper mathematics education in any nation. Realistic Mathematics Education is a domain-specific instruction theory for mathematics. This paper introduces realistic mathematics education (RME) and Vygotskian impacts on mathematics education for learning mathematics. This article describes the development of teaching-learning mathematics & learning theories from a socio-cultural perspective. The methodology of the study is based on qualitative type.

Classifying Serious Games

2011 ◽  
pp. 118-136 ◽  
Author(s):  
Damien Djaouti ◽  
Julian Alvarez ◽  
Jean-Pierre Jessel
Keyword(s):  
Classification System ◽  
Serious Games ◽  
Theoretical Framework ◽  
Classification Systems ◽  
New Classification ◽  
General Overview ◽  
Definition Of ◽  
S Model ◽  
Educational Potential

The purpose of this chapter is to introduce an overall classification system for Serious Games. ?The intention of this classification is to guide people through the vast field of Serious Games by providing them with a general overview. For example, it may appeal to teachers who wish to find games with strong educational potential though they may be outside the “edugames” field. This chapter will start by discussing the definition of Serious Games, and define them as having a combination of “serious” and “game” aspects. This theoretical framework will be used to review previous classification systems and discuss their limitations. It will then introduce a new classification that addresses a number of these limitations: the G/P/S model. This classifies games according to both their “serious-related” and “game-related” characteristics, and combines the strengths of several previous classification systems.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

Learning mathematics through serious games: An engagement framework

2016 ◽  
Author(s):  
Opeyemi Dele-Ajayi ◽  
Jonathan Sanderson ◽  
Rebecca Strachan ◽  
Alison Pickard
Keyword(s):  
Serious Games ◽  
Learning Mathematics

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

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