Design of a Simulation Game for the Learning of Mathematics

Design of a Simulation Game for the Learning of Mathematics

Angela Piu (University of L’Aquila, Italy)
DOI: 10.4018/978-1-60566-930-4.ch008
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This chapter provides the theoretical and methodological background for the design of simulation games; within this context attention will be focused on the teaching model and the characteristics of the games that have been used in the research. Although aware of the fact that the process of acquiring mathematical knowledge is both complex and non linear, we present the guided stages of the work, in each of which we shall describe the teaching materials employed to help further the didactic aims.
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A Design Theory

Given their complexity there is no overall design of simulation games that is valid for every circumstance. Nevertheless, despite the variations in learning situations, types of games and divers possible explorations, it is still possible to detect an architecture on which to base the design process or, as some authors prefer to express it, a grammar for the design of simulation games (Duke, 2007) and we would add a syntax of simulation games.

As can be seen from a study of the literature, many authors have identified structural elements and design phases; yet little attention has been paid to the process generated in the design and to its functions in relation to learners and contexts.

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