Game and decision theory in mathematics education: epistemological, cognitive and didactical perspectives

Abstract

In the 1950s, game and decision theoretic modeling emerged—based on applications in the social sciences—both as a domain of mathematics and interdisciplinary fields. Mathematics educators, such as Hans Georg Steiner, utilized game theoretical modeling to demonstrate processes of mathematization of real world situations that required only elementary intuitive understanding of sets and operations. When dealing with n-person games or voting bodies, even students of the 11th and 12th grade became involved in what Steiner called the evolution of mathematics from situations, building of mathematical models of given realities, mathematization, local organization and axiomatization. Thus, the students could participate in processes of epistemological evolutions in the small scale. This paper introduces and discusses the epistemological, cognitive and didactical aspects of the process and the roles these activities can play in the learning and understanding of mathematics and mathematical modeling. It is suggested that a project oriented study of game and decision theory can develop situational literacy, which can be of interest for both mathematics education and general education.