@article{Abrams_2022, title={Game-informed meaning making in U.S. math class: Cooperative competition and students’ literacies and numeracies}, volume={22}, url={https://l1research.org/article/view/368}, DOI={10.21248/l1esll.2022.22.2.368}, abstractNote={<p>This article features data from a larger, ongoing eight-year study involving game-informed learning in public high school math classes in the Northeastern United States. More specifically, the focus on cooperative competition and assessment reveals how specific principles of gaming, namely discovery, reflexivity, contextual understanding, and sharing, can support the development of students’ literacies and numeracies. Furthermore, this article addresses how game-informed teaching and learning can be applied to L1 classroom.</p>}, number={2}, journal={L1-Educational Studies in Language and Literature}, author={Abrams, Sandra Schamroth}, year={2022}, month={Jul.}, pages={1–25} }