Methodological Proposals for Simulation Games

Abstract

This chapter introduces the transcoding pattern, used in simulation games, to organize the language, the setting and the learning environment, defining the course of learning on various levels of abstraction. The aim is to facilitate the construction of a language that can be used in the processes of the mathematicization of reality and in math teaching in general. In order to give the reader a better understanding of the ideas and components of this process, an example of the transcoding pattern is provided before going on to describe the objective of our research the simulation game.

Geometry Classrooms With Simulation/Games. Research Results and Future Developments

“…All of this is done in synch with the pupil’s own way of representing reality as well as his/her inherent abstraction-oriented skills and abilities. Thus, the different levels of meanings the teacher and the pupils interpret or attribute on the basis of their own knowledge or experience form the basis for constructing an intermediate code, referred to as transcoding (Fregola, 2011). This preserves the object of the communication, the structure, the concept or the rule and, therefore, creates a foundation for the gradual construction of mathematical language.…”

“…The purpose of the path is to facilitate pupils’ behaviours that incorporate the formal precision characterizing the codes established by mathematics as a basis of its own expression, without necessarily going as far as mastering it, but guaranteeing substantial precision in the process of communication or preserving the object of the communication, its structure, the concept to be discovered or formalized, and the rules to be applied (Fregola, 2011).…”