Digital Games and Mathematics Learning

Digital games offer enormous potential for learning and engagement in mathematics ideas and processes. This collection offers multidisciplinary perspectives of educators, cognitive scientists, psychologists and sociologists on how digital games shape new ways in which learners/gamers engage with both the social activity of gaming and mathematical ideas. This volume identifies 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. This collection recognises that the promise of digital games have not always been realised/fulfilled. There is emerging, and considerable, evidence to suggest that traditional discipline boundaries are limiting in creating opportunities for mathematical learning. The collection draws on multidisciplinary research that pushes boundaries in terms of what constitutes mathematics learning and pedagogy in the digital era. The book draws on multidisciplinary approaches to understanding the potential of digital games for learning mathematics, and tensions within the field.§§Mathematics learning in this book is defined as being about problem solving; engagement in mathematical and 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.§