Designing for mathematical play: failure and feedback
Information and Learning Sciences
ISSN: 2398-5348
Article publication date: 14 October 2019
Issue publication date: 21 November 2019
Abstract
Purpose
The purpose of this paper is to explore three different types of digital environments for mathematics learning that may support mathematical play and the failure and feedback mechanics present in each.
Design/methodology/approach
Interaction analysis and the lenses of failure, feedback and mathematical play are used to analyze the mathematical interactions afforded by three different digital environments.
Findings
Each digital environment supports or restrains the potential for mathematical play through mathematical representations, failure and feedback.
Originality/value
The primary contribution of this paper is to highlight different ways in which digital failure and feedback designs can influence the emergent experience of mathematical play.
Keywords
Acknowledgements
Many thanks to Martha W. Alibali, who directly caused this manuscript to be written by asking some brilliantly interesting questions. Considerable thanks to Jordan T. Thevenow-Harrison for their useful feedback on an earlier version of this manuscript, and to the editors and two anonymous reviewers for their thoughtful critiques. This research was made possible by the University at Albany’s FRAP-A funding.
Citation
Williams-Pierce, C. (2019), "Designing for mathematical play: failure and feedback", Information and Learning Sciences, Vol. 120 No. 9/10, pp. 589-610. https://doi.org/10.1108/ILS-03-2019-0027
Publisher
:Emerald Publishing Limited
Copyright © 2019, Emerald Publishing Limited