lowrie tom (19 resultados)

xiii, 309 p. Hardcover. Versand aus Deutschland / We dispatch from Germany via Air Mail. Einband bestoßen, daher Mängelexemplar gestempelt, sonst sehr guter Zustand. Imperfect copy due to slightly bumped cover, apart from this in very good condition. Stamped. Volume 4. Stamped. Sprache: Englisch.

Condición: New. pp. 322 Softcover reprint of the original 1st ed. 2015 edition NO-PA16APR2015-KAP.

Gebunden. Condición: New.

Condición: New.

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Digital games offer enormous potential for learning and engagement in mathematics ideas and processes. This volume offers multidisciplinary perspectives-of educators, cognitive scientists, psychologists and sociologists-on how digital games influence the social activities and mathematical ideas of learners/gamers. Contributing authors identify 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. The authors acknowledge that the promise of digital games has not always been realised/fulfilled. There is emerging, and considerable, evidence to suggest that traditional discipline boundaries restrict opportunities for mathematical learning. Throughout the book, what constitutes mathematics learnings and pedagogy is contested. Multidisciplinary viewpoints are used to describe and understand the potential of digital games for learning mathematics and identify current tensions within the field.Mathematics learning is defined as being about problem solving; engagement in mathematical 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.

Paperback. Condición: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Hardcover. Condición: Brand New. 300 pages. 9.50x6.50x0.75 inches. In Stock.

Paperback. Condición: Brand New. reprint edition. 309 pages. 9.25x6.10x0.73 inches. In Stock.

Condición: very good. Oversized softcover. Good condition inside and out. 31 pages, with neon orange covers. 4 adventures: Temple of the Four Gods, Stronghold of the Mer-Witch, Mission to Danger, and Grimethorp's Manor. A RPG from the earliest days of the genre. Three-hole punched on the left side. A real book in a real bookstore, with descriptions written by a real person. We ship every day.

Condición: new. Questo è un articolo print on demand.

Condición: new. Questo è un articolo print on demand.

Paperback. Condición: Brand New. 384 pages. 9.21x6.14x0.80 inches. In Stock. This item is printed on demand.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Digital games offer enormous potential for learning and engagement in mathematics ideas and processes. This volume offers multidisciplinary perspectives-of educators, cognitive scientists, psychologists and sociologists-on how digital games influence the social activities and mathematical ideas of learners/gamers. Contributing authors identify 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. The authors acknowledge that the promise of digital games has not always been realised/fulfilled. There is emerging, and considerable, evidence to suggest that traditional discipline boundaries restrict opportunities for mathematical learning. Throughout the book, what constitutes mathematics learnings and pedagogy is contested. Multidisciplinary viewpoints are used to describe and understand the potential of digital games for learning mathematics and identify current tensions within the field.Mathematics learning is defined as being about problem solving; engagement in mathematical 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. 324 pp. Englisch.

Condición: New. Print on Demand pp. 322.

Hardcover. Condición: Brand New. 384 pages. 9.21x6.14x0.88 inches. In Stock. This item is printed on demand.

Condición: New. PRINT ON DEMAND pp. 322.

Buch. Condición: Neu. Digital Games and Mathematics Learning | Potential, Promises and Pitfalls | Tom Lowrie (u. a.) | Buch | Mathematics Education in the Digital Era | xiii | Englisch | 2015 | Springer | EAN 9789401795166 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu Print on Demand.

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Digital games offer enormous potential for learning and engagement in mathematics ideas and processes. This volume offers multidisciplinary perspectives¿of educators, cognitive scientists, psychologists and sociologists¿on how digital games influence the social activities and mathematical ideas of learners/gamers. Contributing authors identify 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. The authors acknowledge that the promise of digital games has not always been realised/fulfilled. There is emerging, and considerable, evidence to suggest that traditional discipline boundaries restrict opportunities for mathematical learning.Throughout the book, what constitutes mathematics learnings and pedagogy is contested. Multidisciplinary viewpoints are used to describe and understand the potential of digital games for learning mathematics and identify current tensions within the field.Mathematics learning is defined as being about problem solving; engagement in mathematicalideas 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.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 324 pp. Englisch.

Buch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Digital games offer enormous potential for learning and engagement in mathematics ideas and processes. This volume offers multidisciplinary perspectives¿of educators, cognitive scientists, psychologists and sociologists¿on how digital games influence the social activities and mathematical ideas of learners/gamers. Contributing authors identify 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. The authors acknowledge that the promise of digital games has not always been realised/fulfilled. There is emerging, and considerable, evidence to suggest that traditional discipline boundaries restrict opportunities for mathematical learning.Throughout the book, what constitutes mathematics learnings and pedagogy is contested. Multidisciplinary viewpoints are used to describe and understand the potential of digital games for learning mathematics and identify current tensions within the field.Mathematics learning is defined as being about problem solving; engagement in mathematicalideas 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.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 324 pp. Englisch.