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.
- RT @MatthewMaddux: Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator traini… 1 month ago
- RT @CERME11_2019: In preparation for the conference, we kindly ask you to send questions about ERME research, questions about ERME itself,… 1 month ago
- Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator t… twitter.com/i/web/status/1… 1 month ago
- Looking forward to last day (for me) of the EML 2018 with @deborah_ball. What a wonderful opportunity to study, dis… twitter.com/i/web/status/1… 6 months ago
- RT @A2SchoolsSuper: We ❤️ #TreeTown @A2schools #InspireA2 #A2gether Ann Arbor named best place to live in America - again https://t.co/yRrH… 1 year ago