
06542627
a
2016b.00993
Lowrie, Tom
Digital games, mathematics and visuospatial reasoning.
Lowrie, Tom (ed.) et al., Digital games and mathematics learning. Potential, promises and pitfalls. Dordrecht: Springer (ISBN 9789401795166/hbk; 9789401795173/ebook). Mathematics Education in the Digital Era 4, 7192 (2015).
2015
Dordrecht: Springer
EN
U70
G20
C30
R20
visuospatial
representation
2D
3D
spatial reasoning
imagery
decoding
graphics
dynamic imagery
static imagery
embodied game space
navigation
visualisation
doi:10.1007/9789401795173_5
Summary: Advances in technology have blurred the boundary between representing shapes and objects in two and three dimensions. Similarly, the capacity to translate and transform shapes and objects has moved beyond static and concrete form to representations that are increasingly dynamic and animated. This chapter describes young children's engagement with digital games as they interpret and navigate information using numeracy understandings and mathematics knowledge. In particular, the chapter highlights case studies of gamers utilising visuospatial reasoning as they solve problems in environments which require high levels of decoding. The chapter is underpinned by the notion that the embodied game space (i.e., the inside and outside space of the game environment) captures the interplay between how mathematics content is represented and the game's architecture space. This multifaceted and multimodal access to information requires quite different demands than the mathematics encountered by students in typical classroom contexts. Games used by children in the case studies include Pok\'emon, Prince of Persia and The Legend of Zelda: Phantom Hourglass.