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dc.contributor.authorKawka, M
dc.contributor.authorLarkin, K
dc.date.accessioned2019-05-29T12:35:59Z
dc.date.available2019-05-29T12:35:59Z
dc.date.issued2018
dc.identifier.issn1550-5170
dc.identifier.doi10.1080/15505170.2018.1437576
dc.identifier.urihttp://hdl.handle.net/10072/380405
dc.description.abstractIn this article we critique, disrupt and resist the taken for granted use of the term fun in learning; specifically as it is used to justify mathematics education apps that purport to portray maths learning as a fun experience. We accomplish this critique through the creation of a digital artwork called Arithmomania. This artwork challenges how users interact with education apps by employing the aesthetic of the glitch, an aesthetic characterized by reifying disorder and malfunction. Arithmomania shows fun as a miasma to learning, rather than the nostrum it is believed to be.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherTaylor & Francis
dc.publisher.placeUnited States
dc.relation.ispartofpagefrom24
dc.relation.ispartofpageto42
dc.relation.ispartofissue1
dc.relation.ispartofjournalJournal of Curriculum and Pedagogy
dc.relation.ispartofvolume15
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classified
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode130299
dc.subject.fieldofresearchcode1302
dc.titleThe Arithmomania Maths App: The glitch that corrupted learning to leave only fun
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorLarkin, Kevin M.
gro.griffith.authorKawka, Marta


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