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Background: Game‐based learning can frame problem‐solving as a sense‐making experience with domain‐specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem‐oriented learning environment. Objectives and Methods: With an architecture‐themed mathematics learning game, we conducted two mixed‐method studies to explore the impact and design of game‐based mathematical experience on the math problem‐solving performance of middle school students. Results and Conclusions: The study findings suggested a positive impact of game‐based math experience on math problem‐solving for middle school students. Problematization‐oriented game‐based math tasks with structuring features enhanced students' reasoning with problems and channelled it to doing mathematics. Takeaways: The current research findings support the initiative to frame learning as a sense‐making experience with domain‐specific tasks and inform the design of game‐based mathematical experience and learning support. Lay Description: What is already known about this topic: Realistic mathematical practices frame learning as a sense‐making experience.Challenges arise when involving learners in realistic mathematical experiences driven by domain‐specific tasks. What this paper adds: Game‐based simulation of math tasks framed learning as sense‐making experience.Game‐based math experiencing promoted math contextual problem‐solving performance.Structuring features enhanced problematized experiencing with math tasks. Implications for practice and/or policy: Teachers can integrate and facilitate game‐based math experiencing in class.Efforts should be made to make game‐based math tasks meaningful for students. [ABSTRACT FROM AUTHOR]

Mathematics modelling is a vital competency for students of all ages. In this study, we aim to fill the research gap about valid and reliable tools for assessing and grading mathematical modeling problems, particularly those reflecting multiple steps of the modelling cycle. We present in this paper the design of a reliable and valid assessment tool aimed at gauging the level of mathematical modelling associated with real-world modeling problems in a scientific-engineering context. The study defines and bases the central modelling processes on the proficiency levels identified in PISA Mathematics. A two-dimensional rubric was developed, reflecting the combined assessment of the type and level of a modelling process. We identified criteria that enable a clear comparison and differentiation among the different levels across each of the modelling processes. These criteria allow for concrete theoretical definitions for the various modelling processes, introducing a well-defined mathematical modelling framework from a didactical viewpoint, which can potentially contribute to promoting modelling competencies or the understanding of modelling by teachers and students. Theoretical, methodological and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Nexus Network Journal guest editor Roberta Spallone introduces papers selected from the Nexus Conference 2023 in Turin for detailed review, expansion and development. These papers identify close links between architecture, mathematics, and specific areas of interest related to historical periods, architectural cultures, typological elements, and analysis tools. [ABSTRACT FROM AUTHOR]

In order to supplement and improve the landscape evaluation system of traditional villages and play a positive guiding role in the specific protection and development of village landscape, this paper proposes the ecological landscape environment evaluation of traditional villages in Guanzhong from the perspective of rural revitalization. First of all, the relevant national and provincial evaluation standards are deeply studied, and the comprehensive evaluation system of the traditional village landscape in the Guanzhong region is constructed by using expert scoring and an analytic hierarchy process, which includes 6 criteria and 25 indicators. Three typical villages of different types and different development stages, namely, village A, village B, and Village C, were selected for landscape investigation and comprehensive evaluation. The results show that the weight of village location and landscape pattern is the largest, that is, the most important. The second is architectural landscape, with a weight of 0.236, accounting for a high proportion. Then, it is the natural landscape and street landscape, with a weight of 0.1-0.2. Finally, it is the intangible cultural landscape and landscape style protection, with a weight of less than 0.1. The alpha value of the comprehensive evaluation questionnaire of the village A is 0.984. The alpha value of the comprehensive evaluation questionnaire of village B is 0.941. The alpha value of the comprehensive evaluation questionnaire for the landscape of village C is 0.986, which is greater than 0.8. Conclusion. This study makes a comprehensive evaluation of the landscape of typical traditional villages. [ABSTRACT FROM AUTHOR]