30 research outputs found
Thinking in 3D with dynamic visualisation software
No full textThinking in 3D involves not only mental images related to external representations, but also various visualisation processes and abilities. In this workshop we explore the ways in which thinking in 3D might be supported through using 3D software applications such as Cabri 3D and small software applications developed in the DALEST project
Designing digital technologies and learning activities for different geometries
No full textThis chapter focuses on digital technologies and geometry education, a combination of topics that provides a suitable avenue for analysing closely the issues and challenges involved in designing and utilizing digital technologies for learning mathematics. In revealing these issues and challenges, the chapter examines the design of digital technologies and related forms of learning activities for a range of geometries, including Euclidean and co-ordinate geometries in two and three dimensions, and non-Euclidean geometries such as spherical, hyperbolic and fractal geometry. This analysis reveals the decisions that designers take when designing for different geometries on the flat computer screen. Such decisions are not only about the geometry but also about the learner in terms of supporting their perceptions of what are the key features of geometry
Applying contemporary philosophy in mathematics and statistics education: The perspective of inferentialism
No full textSchindler, M., Mackrell, K., Pratt, D., & Bakker, A. (2017). Applying contemporary philosophy in mathematics and statistics education: The perspective of inferentialism. In G. Kaiser (Ed.). Proceedings of the 13th International Congress on Mathematical Education, ICME-1
Feedback and formative assessment with Cabri
No full textInternational audienceThe University of Chicago Number Stories project aims to enhance student engagement in solving real-world problems in a Cabri environment through the provision of effective feedback. The relevant literature concerning feedback and formative assessment in technology situations is hence reviewed in light of the affordances of Cabri, and issues arising in the project, such as providing feedback in open-ended situations, are discussed
Exploring the Interplay of Psychological Need Satisfaction, Well-Being, and Behavioral Intentions in Tourism : A Self-Determination Theory Perspective
No full textAcknowledgments: The author would like to thank Dr. Manuel Alector Ribeiro and Mr. Alex Mackrell for their valuable advice in improving this article.Peer reviewe
The mathematics resilience approach to mathematics anxiety : is this supported by self-determination theory?
No full textOne approach to the problem of mathematics anxiety, that of developing mathematical resilience (Lee & Johnston-Wilder, 2017) focuses on enabling learners to remain in the growth zone, where learners experience challenge and manage any threat. This approach, involving the use of three tools (the growth zone model, hand model of the brain and the relaxation response) has been successful in small-scale studies. We show here how the theory and practice of MR can be grounded in self-determination theory (SDT) (Deci & Ryan, 2000), with connections to SDT concepts of: autonomous motivation; the basic psychological needs of autonomy, competence and relatedness; and emotion regulation. Extensive research evidence has indicated that the satisfaction of basic psychological needs leads to well-being and that frustration of these needs leads to ill-being, indicating the potential of SDT to support research and practice in the specific area of ill-being known as mathematics anxiety
Nonviolent communication, compassion and mathematical resilience
No full textWe consider mathematics anxiety to be a result of cultural violence. We explore the possibilities offered by Marshall Rosenberg’s nonviolent (compassionate) communication (NVC), developed as a means of addressing conflict, to contribute to the existing work on mathematical resilience (MR), which seeks to address mathematics anxiety and avoidance. Nonviolent communication assumes that compassion is innate, that human behaviour comes from needs, which are indicated by feelings, and stresses the importance of empathy. This resonates with MR, and in particular validates the Growth Zone Model, an important and successful MR strategy involving the non-judgmental awareness and articulation of feelings and needs and the link between these
