ABSTRACT

Background

Educational video games are increasingly used in classrooms because they can offer meaningful contexts for problem solving. However, educational video games bring together two historically disparate activities: school mathematics and video games. How these two activities complement, compromise, or contradict each other influences how mathematical activity takes shape during game play.

Methods

This paper offers a case analysis of two students: one who engages with the mathematics as intended by the game and is easily seen as on task, and a second who seems to reject the mathematics as intended by the game and is easily seen as off task. The analysis focuses on how each student’s frame of activity influences their mathematical activity during game play.

Findings

Findings suggest that, considered from their own frame of activity instead of the frame of the design, both students appear engaged in mathematical sensemaking, albeit in different ways: one as intended by the designer, the other as emerging from game play.

Contribution

By highlighting potential tensions between these official and unofficial frames, this paper contributes to continued reflections on task designs that incorporate youth culture such as video gaming to make mathematics classrooms more inviting to students.

中文翻译：

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风格融合的“小事”：学校数学框架与视频游戏之间的张力

摘要

背景

教育视频游戏越来越多地用于教室，因为它们可以为解决问题提供有意义的环境。但是，教育视频游戏汇集了两个历史上截然不同的活动：学校数学和视频游戏。这两种活动如何相互补充，妥协或矛盾，影响了数学活动在游戏过程中的形成方式。

方法

本文对两个学生进行了案例分析：一个学生按照游戏的意图进行数学学习，很容易被认为是在任务上，而第二个似乎拒绝了游戏的数学意图却很容易被看作是非任务。 。分析的重点是在游戏过程中每个学生的活动框架如何影响他们的数学活动。

发现

研究结果表明，从他们自己的活动框架而不是设计框架来看，两个学生似乎都从事数学意义上的理解，尽管以不同的方式进行：一个是设计者的意图，另一个是从游戏中产生的。

贡献

通过强调这些官方框架和非官方框架之间潜在的紧张关系，本文有助于继续反思结合了青年文化的任务设计，例如视频游戏，以使数学课堂更加吸引学生。