1,721,084 research outputs found
The potential of authoring creative electronic mathematics books in the MC-squared project
No full textThe European ‘MC-squared’ project is fostering several so-called ‘Communities of Interest’ (CoI) in a number of European countries. These communities work on designing and developing digital, interactive, creative, mathematics textbooks, called c-books. The c-books are made in the online digital authoring environment in which authors can construct books with various interactive ‘widgets’. Here we demonstrate some of the key features of the authoring environment and suggest how c-books can function as a useful catalyst for teacher professional development
Fostering creative mathematical thinking in electronic mathematics books (c-books)
No full textThe MC squared project (http://www.mc2-project.eu) aims to design and develop a new genre of authorable e-book, which the project calls the ‗c-book‘ (c for creative), extending e-book technologies to include diverse interactive components, learning analytics and collective design. As a research lens, literature from communities of interest (CoI) is used. Evaluation of c-book showed that most c-books had a mix of open and closed elements, sequenced in an intentional way to facilitate learning. Creativity according to the CoI‘s definition is not a simple case of creating open or closed tasks but a carefully-designed sequence of 'pages' and tasks that together potentially induce creativity
Co-designing electronic books: boundary objects for social creativity
No full textThe European ‘MC-squared’ project has a number of Communities of Interest’ (CoI) (Fischer, 2001) in European countries that work on digital, interactive, creative, mathematics textbooks, called cBooks. A community of interest consists of several stakeholders from various ‘Communities of Practice’ (Wenger, 1998). In this paper we outline the creation of an English CoI describing the development of a cBook on numbers and equivalence. We use a design-based research methodology approach for teachers, designers, researchers, teacher-educators jointly working on cBooks as ‘boundary objects’ (Akkerman & Bakker, 2011) to facilitate thinking about creative mathematical thinking and social creativity. We illustrate our design-based approach through the example artefacts created during the different stages of development of the cBooks. The details of our approach provide a blueprint for the formation of CoI’s by working on digital, interactive, creative, mathematics textbooks
Authoring your own creative, electronic book for mathematics: the MC-squared project
No full textThe EU-funded ‘MC-squared’ project is working with a number of European communities to develop digital, interactive, creative, mathematics ‘textbooks’ that the project calls ‘cBooks’. The cBooks are authored in a Digital Mathematics Environment in which participants can construct books with various interactive ‘widgets’. This paper provides an outline of the MC-squared project illustrating an interactive storyboard of the Digital Mathematics Environment architecture. This includes examples of how authoring by cBook designers of interactive ‘widgets’ is possible. The workshop that relates to this paper is augmented, of course, by suitable ‘hands-on’ materials aimed at two possible cBooks: one focusing on aspects of geometric and spatial thinking using building blocks, the other on aspects of number and fractions
Introduction to the Special Issue “Supporting Transitions Within, Across and Beyond Digital Experiences for the Teaching and Learning of Mathematics”
No full textWhether we consider digital resources, such as graphing software, computer algebra systems, or dynamic geometry environments as “vehicles for mathematical ways of thinking”, or as a means for providing an increasing variety of visual, dynamic and linked computer-based representations that can support the learning of mathematics, “transitioning” between such resources becomes crucial particularly when considering the flexibility, variety, and multimodality of digital environments in combination with all non-digital forms of learning.
For this special issue, we invited papers that focused specifically on such transitions, highlighting in particular three types of transition related to digital resources, within, beyond and across. We received a high number of proposals and accepted thirteen papers, collected in the two volumes dedicated to this Special Issue
Using Social Network Analysis to gain insight into social creativity while designing digital mathematics books
No full textAnalysing the processes and products of creativity to better understand and support individuals and teams, is a difficult and elusive challenge despite years of research in creativity. In this article, we are particularly interested in social creativity in communities of interest. Building on Guilford's classic model of Divergent Thinking of fluency, flexibility, originality and elaboration, we employ Social Network Analysis to model the creative design process. The creative process in the current study takes place in a technological environment called the ‘MC-squared platform’, in which members of a community of interest collaborate in a social, co-creative process for designing digital, mathematical textbooks. Both the technological environment and the methodology are exemplified through two case examples, one on the design process of a digital book about a bioclimatic amusement park and one on the design process of a digital book about fractions. We conclude that, for these examples, both the technological tool and the data analysis approach provide insight into the social creativity process of the community of interest
Broadening the sense of 'dynamic': a microworld to support students' mathematical generalisation
No full textIn this paper, we seek to broaden the sense in which the word ‘dynamic’ is applied to computational media. Focusing exclusively on the problem of design, the paper describes work in progress, which aims to build a computational system that supports students’ engagement with mathematical generalisation in a collaborative classroom environment by helping them to begin to see its power and to express it for themselves and for others. We present students’ strengths and challenges in appreciating structure and expressing generalities that inform our overall system design. We then describe the main features of the microworld that lies at the core of our system. In conclusion, we point to further steps in the design process to develop a system that is more adaptive to students’ and teachers’ actions and needs
Preface
Full text linkThe International Conference of the Learning Sciences (ICLS) is a major international event, organized biennially by the International Society of the Learning Sciences (ISLS): a professional society dedicated to the interdisciplinary empirical investigation of learning as it exists in real-world settings and to how learning may be facilitated both with and without technology. The international and interdisciplinary field of the Learning Sciences brings together researchers from the fields of cognitive science, educational research, psychology,
computer science, artificial intelligence, information sciences, anthropology, sociology, neurosciences, and other fields to study learning in a wide variety of formal and informal contexts (see www.isls.org). The field emerged in the late 1980s and early 1990s, with the
first ICLS held in 1991
Challenges for intelligent support in exploratory learning: the case of ShapeBuilder
Full text linkExploratory learning environments give a lot of freedom to learners to explore tasks on their own. However, although this can have a positive e ect on learning, the lack of structure makes it difficult to provide intelligent support in such systems. Furthermore, the open nature of these systems makes it harder to compare the support provided by different systems. This papers describes a series of scenarios that demonstrate these challenges in the context of an exploratory learning environment for mathematical generalisation and proposes a formulation that employs cases as a form of knowledge representation for modelling this domain
Task-oriented modeling of learner behaviour in exploratory learning for mathematical generalisation
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