Playing with representations: How do kids make use of quantitative representations in video games?

被引：4

作者：

Satwicz T. ^{[1
]}

Stevens R. ^{[2
]}

机构：

[1] Learning and Performance Support Laboratory, University of Georgia, Athens, GA 30605

[2] Learning Sciences Program, University of Washington, Seattle, WA

来源：

International Journal of Computers for Mathematical Learning | 2008年 / 13卷 / 3期

基金：

美国国家科学基金会;

关键词：

Disciplined perception; Distributed cognition; Ethnography; Everyday mathematics; Learning; Representations; Video games;

D O I：

10.1007/s10758-008-9138-2

中图分类号：

学科分类号：

摘要：

This paper describes the use of quantities in video games by young people as part of a broader effort to understand thinking and learning across naturally occurring contexts of activity. Our approach to investigating the use of quantities in game play is ethnographic; we have followed eight children over a six-month period as they play their own games at home. The data set is composed of video recordings and artifact-based interviews. The concept of disciplined perception is used to understand how quantities are coordinated during game play. The current study shows young people using quantities in games to make predictions and organize their actions based on those predictions. Some ideas based on the study's findings for using video games in school are discussed. © 2008 Springer Science+Business Media B.V.

引用

页码：179 / 206

页数：27

共 73 条

[1]

Barab S., Sadler T., Heiselt C., Hickey D., Zuiker S., Relating narrative, inquiry, and inscriptions: Supporting consequential play, Journal of Science Education and Technology, 16, pp. 59-82, (2007)

[2]

Barab S., Thomas M., Dodge T., Carteaux R., Tuzun H., Making learning fun: Quest Atlantis, a game without guns, Educational Technology Research & Development, 53, pp. 86-107, (2005)

[3]

Bateson G., Form, substance, and difference, In Steps to An Ecology of Mind, pp. 448-466, (1972)

[4]

Beach K., Activity as a mediator of sociocultural change and individual development: The case of school-work transition in Nepal, Mind, Culture, and Activity, 2, pp. 285-302, (1995)

[5]

Becker H.S., Art Worlds, (1982)

[6]

Bell P., Koschmann T., Hall R., Miyake N., Using argument map representations to make thinking visible for individuals and groups, CSCL 2: Carrying Forward the Conversation, pp. 449-485, (2002)

[7]

Final Fantasy X-2: Official Strategy Guide, (2004)

[8]

Bransford J.D., Brown A.L., Cocking R.R., How People Learn: Brain, Mind, Experience, and School, (2000)

[9]

Bransford J.D., Schwartz D.L., Iran-Nejad A., Pearson P.D., Rethinking transfer: A simple proposal with multiple implications, Review of Research in Education 24, pp. 61-100, (1999)

[10]

Bransford J.D., Vye N., Stevens R., Kuhl P., Schwartz D., Bell P., Alexander P., Winne P., Et al., Learning theories and education: Toward a decade of synergy, Handbook of Educational Psychology, pp. 209-244, (2006)

← 1 2 3 4 5 6 7 8 →