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A math journey through computer games
\"Fun pictograms and infographics about computer games make learning about math topics such as ratios, speed, distance, time, volume, percentages, and equations easy and fun. In this book, readers are presented with several computer game scenarios and must use their mathematical skills to solve equations to up their scores. Math puzzles and exercises help children build confidence in their math skills.\"-- Provided by publisher.
Book
COMPUTER MATHEMATICS GAMES AND CONDITIONS FOR ENHANCING YOUNG CHILDREN’S LEARNING OF NUMBER SENSE
Purpose - The present study was designed to examine whether mathematics computer games improved young children’s learning of number sense under three different conditions: when used individually, with a peer, and with teacher facilitation. Methodology - This study utilized a mixed methodology, collecting both quantitative and qualitative data. A random sample of 62 children distributed across four classrooms in a public pre-kindergarten center participated in the study. The four classrooms served as teacherfacilitated, peer-facilitated, individual play, and control classrooms. Several sources of data were used, including informal observations and the “Test of Early Mathematics Ability-3 (TEMA-3)” developed by Ginsburg and Baroody in 2003. Findings - The results showed that mathematics computer games improved children’s understanding of number sense, especially when supported by a teacher’s skillful facilitation and scaffolding. Significance - The results of the study are significant as they inform teachers who integrate computer mathematics games in their curriculum and highlight the importance of scaffolding in supporting children during play. The findings further emphasize that offering children computerbased games to play without proper support and scaffolding does not necessarily lead to better and improved learning of number sense.
Journal Article
Digital games and mathematics learning : potential, promises and pitfalls
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.
Book
COMPUTER MATHEMATICS GAMES AND CONDITIONS FOR ENHANCING YOUNG CHILDREN’S LEARNING OF NUMBER SENSE
Purpose - The present study was designed to examine whether mathematics computer games improved young children’s learning of number sense under three different conditions: when used individually, with a peer, and with teacher facilitation. Methodology - This study utilized a mixed methodology, collecting both quantitative and qualitative data. A random sample of 62 children distributed across four classrooms in a public pre-kindergarten center participated in the study. The four classrooms served as teacherfacilitated, peer-facilitated, individual play, and control classrooms. Several sources of data were used, including informal observations and the “Test of Early Mathematics Ability-3 (TEMA-3)†developed by Ginsburg and Baroody in 2003. Findings - The results showed that mathematics computer games improved children’s understanding of number sense, especially when supported by a teacher’s skillful facilitation and scaffolding. Significance - The results of the study are significant as they inform teachers who integrate computer mathematics games in their curriculum and highlight the importance of scaffolding in supporting children during play. The findings further emphasize that offering children computerbased games to play without proper support and scaffolding does not necessarily lead to better and improved learning of number sense.
Journal Article
Learning in games with continuous action sets and unknown payoff functions
This paper examines the convergence of no-regret learning in games with continuous action sets. For concreteness, we focus on learning via “dual averaging”, a widely used class of no-regret learning schemes where players take small steps along their individual payoff gradients and then “mirror” the output back to their action sets. In terms of feedback, we assume that players can only estimate their payoff gradients up to a zero-mean error with bounded variance. To study the convergence of the induced sequence of play, we introduce the notion of variational stability, and we show that stable equilibria are locally attracting with high probability whereas globally stable equilibria are globally attracting with probability 1. We also discuss some applications to mixed-strategy learning in finite games, and we provide explicit estimates of the method’s convergence speed.
Journal Article
Pedagogical Change in Mathematics Learning: Harnessing the Power of Digital Game-Based Learning
Technological applications, especially the use of multimedia courseware have become more common in today's education, stimulating innovative approaches in teaching and learning. With the growing interest of integrating information and communication technologies (ICTs) into learning and teaching, the use of multimedia technology and digital games offered an alternate method of instruction. Multimedia objects play an important role in the classroom setting because of its ability to provide a virtual environment for learners to effectively acquire knowledge. This paper presents part of the findings of a research project that focused on the advantages of multimedia technology and the benefits of digital game-based learning. By using sample lessons from an interactive multimedia courseware called ＂DigiGEMs,＂ this paper emphasizes the use of digital games as a vital tool in mathematics learning. The study sets out to examine if a positive attitude exists among young learners towards the learning of mathematical concepts. The DigiGEMs is targeted at primary school children aged between 7 to 9 years old, who can practice mathematical thinking skills in an appealing manner. This paper also describes the efficacy of using multimedia and game-based approaches to motivate mathematical learnings among Primary 1 to 3 students. The research findings corroborate with the hypothesis that digital game-based learning is more effective than traditional class-based learning in acquiring mathematical knowledge. It is hoped that the discussion in this paper will encourage other researchers to not only conduct further studies on children's learnings in the context of digital game-based learning environment in mathematics, but also to adopt game based-learning for other subjects such as science and languages in which the above elements (i.e., multimedia objects and digital games) are cohesively and dynamically integrated to optimise the teaching and learning processes.
Journal Article
3D math primer for graphics and game development
\"This book presents the essential math needed to describe, simulate, and render a 3D world. It provides an introduction to mathematics for game designers, including fundamentals of coordinate spaces, vectors, and matrices, orientation in three dimensions, introduction to calculus and dynamics, graphics, and parametric curves\"--Provided by publisher.
Book
Mobile technologies in the service of students' learning of mathematics : the example of game application A.L.E.X. in the context of a primary school in Cyprus
This article reports on the main experiences gained from a 2-year study which incorporated A.L.E.X., an educational puzzle game available on iPad or Android tablet devices, within the primary school mathematics curriculum. The study took place in a public primary school, located in a rural area of Cyprus. The majority of its students come from low socioeconomic status families. Among the school community, a group of 15 pupils (eight boys and seven girls), aged 10-11 years old, was randomly selected to comprise the sample. The same group of students was visited twice within a period of 2 years, and a teaching intervention was organised. In both interventions, the application A.L.E.X. accompanied by a student worksheet constituted the main means of instruction. The worksheets were designed to integrate a technology with core mathematical ideas embedded in the national mathematics curriculum. Findings gained from the teaching intervention suggest that game apps hold a lot of promise as a tool for reforming mathematics education. While working with A.L.E.X., the children identified and processed mathematical themes that emerged spontaneously. They experienced unique emotions of surprise and enthusiasm regarding the existence of games with mathematical content that led them to acknowledge the pedagogical role that tablet devices could play. This helped them to broaden their fundamentally narrow viewpoint of mathematics as being primarily computation and arithmetic. [Author abstract]
Journal Article