1,720,966 research outputs found
Pedagogy of home-inquiry : the Zen way
No full textAt school, what seems to be the core is the most forsaken and desolate. The blind spot of education is the neglect of the subjective world while confining its efforts merely to the objective world. Education lacks attention to discover one’s home-being that is the ultimate ground of human existence. We no longer remember where/who we truly are and dismiss the possibility of dwelling home in our daily living. Education is thereby driving students into a strange sense of displacement, uprooting and homeless-ness. And, in this forgetfulness, we become aliens to our own home.
This, then is the existential inquiry of where our true home is. Relying on the way of Zen, a pedagogy of home-inquiry will explore the sense of home in relating to goals, methodology, place-time, name, form. Unlike tangible approaches that are mostly applied in the objective world, home-inquiry that is inner discovery of one’s subjective world. What difference would be seen in pedagogy of home-inquiry is the shift the way from goal-oriented to source-oriented practice; from approaching to allowing; from linear-time moving to here-now dwelling; from linguistic mastery to linguistic responding; from a human-centric to an eco-harmonious worldview. That is the “attending to the embodied and the subtle” (Bai et al., 2016, p. 77) through meditative, eco-poetic inquiry. Bringing back pedagogy to its truest meanings is to recover a sense of home where we can re-connect and re-locate.Education, Faculty ofCurriculum and Pedagogy (EDCP), Department ofGraduat
Weaving Indigenous mathematics : ways of sensing, being, and doing
No full textThis dissertation argues that an exploration of Indigenous mathematics, ways of sensing, being, and doing through culture-based practices of Maya Elders can engender greater awareness of meaningful mathematical heritages. I utilize the term weaving as a metaphor to reimagine mathematics as a colorful fabric of interlaced concepts. I use it as a means to explore specific mathematical knowing in and through certain strands of historical and cultural fibers. This thesis argues that mathematics far from being immaterial and disembodied – absolute, abstract, and eternal – is deeply material, human, and cultural.
Using sensory ethnography (Pink, 2009), this research explores and analyzes Maya practices by paying close attention to sensory experiences, ways of experiencing, and ways of knowing and being. This sensory ethnographic study focuses on learning through the embodied, enacted ecological knowledge of the Maya that has been cultivated through generations in close contact with nature. This study uses contemporary practices to contextualize and explore Indigenous Maya mathematics.
I document and interpret participants’ ways of knowing, reasoning, and sensory experiences through participant observations, un-coerced conversations, photography, participants’ collaborative work, and field notes. This research is about those experiences in relationship with six knowledgeable Elders who generously shared their knowledge with me, and of the land itself. At its heart, this dissertation explores mathematics as a creative, cultural, and human form of expression – a journey of discovery, and a spiritual world. It is about recognizing and valuing Indigenous knowledge in and through the act of doing as a means to challenge our sense of what we mean by mathematics.
This study contributes to the field of math education and ethnomathematics, ways in which Indigenous sensing, being, and doing can enact an empowering and critical mathematics discourse. Implications and limitations of the study are also discussed, along with suggestions for future research and direction.Education, Faculty ofCurriculum and Pedagogy (EDCP), Department ofGraduat
Sense-making in learning mathematics across languages and countries : cases of multilingual students in a weekend Japanese school (hoshuko)
No full textEven if students move to a different country and successfully use a new language, it does not follow that they can learn and do mathematics in the same way as in their home country. These students can be living in the in-between space where linguistic and cultural differences might affect their approaches to learning mathematics. This qualitative nested-case study investigated the mathematics learning of 14 high school students studying mathematics simultaneously in English at a Canadian school and in Japanese at a Japanese school (hoshuko) within a Canadian city.
Data collection included Zoom video-recorded initial individual interviews with participants, paired tasks in which participants crafted original mathematics word problems in both English and Japanese, and follow-up individual interviews. Data were analyzed using qualitative content analysis of students’ perspectives and experiences of learning mathematics and their attention to word problem structure, written form, mathematical structure, incorporation of personal experience in narratives, and language choice in shaping their word problems. Data from three focal pairs were then analyzed to provide a deeper understanding of their sense-making of word problems. To provide further insight into participants’ experience, word problems from several representative Canadian textbooks and a Japanese textbook were analyzed in terms of their structure, content, and relationship to local educational traditions and contexts.
Findings indicate that while students learned mathematics comprehensively in both languages and contexts, they perceived Japanese and Canadian mathematics as possessing different features. Some students described learning mathematics in hoshuko as “deep,” and learning in Canadian schools as “wide”. These students reported that Japanese mathematics classrooms often explore concepts via an abstract problem-centered approach, while Canadian classrooms focus more on content applicable to real-world contexts. In moving between languages and cultures, students reported learning mathematics comprehensively by finding commonalities and connections based on mathematical words and concepts in both English and Japanese. Word problem tasks revealed that students’ sense-making manifested inconsistently across the languages (e.g., Japanese word problems often omitted the context).
These findings offer support to educators in understanding the lived challenges of multilingual students and how they perceive and negotiate cultural and linguistic differences in mathematics education.Education, Faculty ofCurriculum and Pedagogy (EDCP), Department ofGraduat
Improving writing through musical strorytelling strategies
No full textIn this study, I facilitated and observed five lower mainland classrooms in British Columbia Canada employing an unmeasured intervention to improve writing efficacy in grade four students through musical storytelling strategies.
The original intervention I developed and will be describing is an inclusive design for general classroom learning, fusing two Canadian public design approaches – Stanley King’s (Youth Manual Co-Design) and Murray Schafer’s (World Soundscape Project, Composer in the Classroom).
Over one thousand writing samples from the five classes in the study were collected and scored by two Inter-Observers using a Likert-scale measurement instrument. Inter-observer agreement for all selected samples from each of the five classes measured 81.4% and higher. A lagged, multiple-probe design was employed to model raw data comprising some eighty-five thousand entries. The five classes showed statistically significant results with a combined mean gain of 3.99 out of 36 with a p-value < 0.001. The lowest quartile average in the five classes also showed statistically significant results with a combined mean gain of 6.51 out of 36 with a p-value of < 0.001.Education, Faculty ofEducational and Counselling Psychology, and Special Education (ECPS), Department ofGraduat
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Approches artistiques incarnées en plein air pour la compréhension des mathématiques
No full textSchool mathematics instruction remains shaped by pedagogical traditions rooted in nineteenth-century industrial models that privilege static, indoor, and calculation-focused learning. Alternative possibilities for mathematical understanding emerge through embodied, arts-based, and outdoor pedagogies that engage movement, sensory experience, and the living world. Drawing on more than a decade of pedagogical design experiments with educators, preservice teachers, and students, mathematics learning is examined in campus gardens, forests, beaches, and other outdoor environments. Mathematical ideas are developed through bodily movement, artistic practice, and multisensory engagement with land, materials, and seasonal cycles, alongside more familiar forms of mathematical representation. These pedagogical experiments suggest that learning mathematics in and with the more-than-human world can deepen conceptual understanding, foster collaboration, and reconnect mathematics with its historical and ecological roots. Rather than displacing indoor classrooms or paper-and-pencil work, a more balanced mathematics curriculum is advanced—one that integrates embodied and outdoor approaches as complementary ways of knowing across STEM/STEAM education.
Keywords: mathematics education, embodied learning, arts-based approaches, greater-than-human world, outdoor classrooms, dance, movement, and mathematics, mathematics and fibre arts, history of mathematics and astronomy, geometry, mathematical understandingLa enseñanza escolar de las matemáticas continúa estando moldeada por tradiciones pedagógicas arraigadas en modelos industriales del siglo XIX que privilegian formas de aprendizaje estáticas, interiores y centradas en el cálculo. Desde esta perspectiva, emergen posibilidades alternativas para la comprensión matemática a través de pedagogías corporizadas, basadas en las artes y al aire libre, que involucran el movimiento, la experiencia sensorial y el mundo vivo. A partir de más de una década de experimentos de diseño pedagógico con educadores, docentes en formación y estudiantes, se examina el aprendizaje de las matemáticas en jardines universitarios, bosques, playas y otros entornos exteriores. Las ideas matemáticas se desarrollan mediante el movimiento corporal, la práctica artística y el compromiso multisensorial con la tierra, los materiales y los ciclos estacionales, junto con formas más familiares de representación matemática. Estos experimentos pedagógicos sugieren que aprender matemáticas en y con el mundo más-que-humano puede profundizar la comprensión conceptual, fomentar la colaboración y reconectar las matemáticas con sus raíces históricas y ecológicas. En lugar de desplazar las aulas interiores o el trabajo con lápiz y papel, se propone un currículo matemático más equilibrado que integre enfoques corporizados y al aire libre como formas complementarias de conocer en la educación STEM/STEAM.
Palabras clave: educación matemática, aprendizaje corporizado, enfoques basados en las artes, mundo más-que-humano, aulas al aire libre, danza, movimiento y matemáticas, matemáticas y artes textiles, historia de las matemáticas y astronomía, geometría, comprensión matemáticaCet article présente une approche pour un enseignement et un apprentissage approfondi des mathématiques à travers des pédagogies incarnées, artistiques et en plein air, une approche de la pédagogie des mathématiques qui offre en outre le potentiel d’enseigner dans l’ensemble du curriculum STIM/STEAM, de promouvoir une éducation tournée vers des futurs durables et de favoriser le bien-être des élèves et des enseignants. Cette approche innovante est illustrée par plusieurs expériences curriculaires et pédagogiques d’enseignement en plein air des mathématiques de la maternelle à la fin du secondaire, dans l’espace expérimental d’un jardin d’enseignement et d’apprentissage sur le campus de l’Université de la Colombie-Britannique, à Vancouver, au Canada. Le succès de ces expérimentations est proposé comme un catalyseur incitant les éducateurs et éducatrices en mathématiques à adopter l’idée d’enseigner les mathématiques à tous les niveaux à l’aide de pédagogies soigneusement conçues — incarnées, artistiques et en plein air — afin de compléter et de donner du sens aux approches plus traditionnelles fondées sur les cours magistraux et le travail au crayon et sur papier.
Mots-clés : éducation mathématique, apprentissage incarné, approches fondées sur les arts, monde plus-qu’humain, classes extérieures, danse, mouvement et mathématiques, mathématiques et arts textiles, histoire des mathématiques et astronomie, géométrie, compréhension mathématiqu
The Wurzelschnecke (AKA Spiral of Theodorus): Understanding number and creating geometric design
No full textThis hands-on workshop will explore the Wurzelschnecke ("root snail"), a simple and elegant spiral construction based on right angle triangles, first attributed to Plato's tutor Theodorus of Cyrene in the 5th C BCE and still studied by mathematicians in our time. We will make and view versions of the Wurzelschnecke at a variety of scales and materials, and play with its possibilities in embodied geometric design in architecture, playground equipment, jewelry, mathematical millinery and more. Our focus will be on its potential use in education, supporting understanding of irrational numbers and trigonometry, and in the geometry of design. I'll share examples from earlier workshops with middle school and high school students, math teachers, grad students and faculty.
Workshop participants should have the following materials at hand, if possible:
paper, pencil or pen, ruler or straightedge with a square corner, scissors, corrugated cardboard.
A protractor and/or carpenter's square are optional but might be helpful.Non UBCUnreviewedAuthor affiliation: University of British ColumbiaResearche
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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