By Angela Piu, Cesare Fregola
Technologic and digital improvement is growing to be, developing an atmosphere of on-line gaming that may be used as a good and motivational tool for math didactics in schooling. Simulation and Gaming for Mathematical schooling: Epistemology and educating thoughts offers prime examine on methods for numerous studying environments to be created bearing on math didactics via redefinition and reassessment of educating reports. A defining number of box developments, this e-book steadily leads readers throughout the steps of making plans leading edge concepts in math schooling.
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Extra resources for Simulation and Gaming for Mathematical Education: Epistemology and Teaching Strategies
The Classification of Educational Simulation Games Simulation, as a learning strategy, was first used in the 1960s, although antecedents of the principal techniques go back to many years before that. Forerunners will be examined through the various key stages of their development in the educational field in relation to the three main strands that is role play, simulation games and computer simulations, each of which have had a separate history and development. The classification we used is based on Taylor and Walford (1979) who provide a general reference that highlights the differences on the historical and structural level, despite the interconnections they often find between the different strands.
In general, it is a question of creating a data structure, which contains the relevant entities, the relations existing between them, the rules, the axioms and the specific constraints, from which grades of freedom of ideation, creation and planning of simulation games may be derived. It is important to create a structure formalized through semantic language, linked on the basis of a formal logic. e. a conceptual scheme for classification, which also includes the semantic relations in order to describe the ways in which the concepts are interrelated (Bottani, Davies 2006; De Monticelli, Conni, 2008).
In this context, after the reflections on the interconnections between simulation and reality with a view to integrating rather than superimposing one on the other, we propose a classification for simulation in the educational field that takes the didactic, social and political literature into account and underlines the need to construct an ontology that can overcome the semantic ambiguity and support a scientific debate, with particular reference to simulation games seen from the perspective of the ecology of human development.