Documente Academic
Documente Profesional
Documente Cultură
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TARGET AUDIENCE:
Children: 9-12 years (4th-6th grade)
SCENARIO:
“I graduated from a small high school more than 40 years ago. Although I had caring
teachers, and went on to major in mathematics in college, my high school experience with
mathematics was weak. Most of my peers hated math. Algorithms and tedious procedures
were demonstrated with little or no explanation of why they work. Sense-making and
understanding were not a part of my experience of learning mathematics. Students left
class thinking that math consisted only of dull procedures and rules to memorize.
Performances over the past 30 years on the National Assessment of Education Progress and
the International Mathematics and Science Studies document that traditional mathematics
curricula and methods of teaching have not been effective. However, research is emerging
that shows reform mathematics is increasing student learning.”
Robert Reys, a former high school mathematics teacher, is a professor of mathematics
education at the University of Missouri-Columbia.
Many people have had less than euphoric experiences with mathematics instruction in their
formative years. Consequently there is anxiety about children’s learning of mathematics,
especially with parents who have had less than favourable experiences themselves.
PREMISE:
Mathematics is more than the rules and operations we learnt at school. It is about
connections and seeing relationships in everything we do.
The term "number sense" involves several concepts of magnitude, ranking, comparison,
measurement, rounding, percents, and estimation.
Efforts to reform mathematics education are under way, but they have not reached many
classrooms in the United States. While some math teachers are emphasizing thinking and
problem solving, many students still experience mathematics that is dominated by
memorization and drill, without any meaningful context. Reform classrooms are using
technology to model and explore ideas. Students are challenged to find ways to solve
problems based on what they know and understand. They have opportunities to link math
to real-world problems.
If most schools continue to do more of what they've always done, they'll continue to
produce too many students uninterested and unmotivated to study mathematics beyond
high school.
GOAL:
Using new media technologies to enhance learning experiences- Creating a platform for
an unconventional engagement with mathematics
An interactive experience
The approach is not through the immediate school curricula, but in exploring the
concepts and fascinating applications of the subject
Teaching through storytelling
Children are naturally curious about everyday problems; therefore using this aspect to
introduce mathematics with a “problem-solving” approach.
METHODS:
Key elements:
Problem Solving
Reasoning and Proof
Communication
Connections
Representation
Patterns
Narrative
Interactive experience
PROCESS:
Research (Books, Interviews, Internet)- Form- Narrative- Prototype- User testing- Production
LEARNING GOALS:
Understanding the concepts of numerical cognition
Using visual communication skills to enhance the learning experience
Using technology to add layers and dynamic interactivity
Narrative Building- Image and text
Communicating, rather than didactic teaching
Designing something which enables children to learn through playing/exploring by
themselves, thus enabling deeper engagement with the subject
RESOURCES:
Illustration
Photography
3D (Pop ups?)
Exploring materials
Basic electronics, sensors
Programming?
REFERENCES:
Numbers, mathematics, numerical cognition:
The National Council of Teachers of Mathematics (NCTM)-
(Principles and Standards for School Mathematics are guidelines produced by the
National Council of Teachers of Mathematics (NCTM) in 2000, setting forth
recommendations for mathematics educators.)
The Number Sense: How the Mind Creates Mathematics -By Stanislas Dehaene
“How Does It Add Up? Views on Math Education” by Alfred Posamentier, Ph.D.
Course curriculum- Akanksha Foundation (Mumbai-based NGO)
The RE.MATH project-
http://cordis.europa.eu/fetch?CALLER=PROJ_ICT&ACTION=D&DOC=1&CAT=PROJ&Q
UERY=01250273eef2:51d6:2083b740&RCN=80623
Flatland- Edwin Abbott
Ko’s Journey- Interactive Math Game-http://www.kosjourney.com
PERSONAL STATEMENT:
I want to work on this project because I have always been keen on Design and Education.
This is a great opportunity for me to work on my visual communication skills to facilitate
learning. I am very interested in working with 3D materials, paper engineering as well as
technology, and would love to explore these in my project. (Also, I am very interested in
mathematics, and would like to work on helping children explore it in a fun, interactive way).
My attempt will be to use technology to enhance learning, and to help children play with
numbers. I hope that the experience stays with them as they grow in life.
Interactive v/s Tutorial:
I have researched on the teaching techniques employed to introduce children to
mathematics. The main difference between my project and those that have already been
done is that this an interactive experience, rather than just an alternative teaching
method. The other work that is done in this area is mainly tutorial in nature.
As a visual communication designer, I intend to work on the interactive experience,
through narrative, illustrations, and new media.
Play
Most of the work already done in this area requires an instructor to guide the child
through the process. In this project however, there will be an element of play, which
enables the child to discover it himself, making it more enjoyable.
Relevance
Lastly, the storytelling involved will be relevant to the child’s world, making him draw
connections between numbers and the world around him.
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