MCY-Mentoring Activities by Creating and Communicating Mathematical Objects
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
In recent years, an increasing number of viewpoints hold that students should be engaged in a learning environment where understanding and knowledge transfer take place. This study introduces Mathematics Created by You (MCY)-mentoring program, which allows students to construct artefacts that are required to learn. This program is online-based and so can be shared by several people and mathematics leaning takes place through interactions within this carefully designed environment. Also, MCY intends to provide students a series of sequential activities related to creative play, creative learning and creative inquiry based on a Constructive and interactive environment. Furthermore, a creative activity- constructing a creative product using building blocks- was presented as an example. Finally, we investigate the pedagogical implications and suggest directions for the further development.
Abstract
In recent years, an increasing number of viewpoints hold that students should be engaged in a learning environment where understanding and knowledge transfer take place. This study introduces Mathematics Created by You (MCY)-mentoring program, which allows students to construct artefacts that are required to learn. This program is online-based and so can be shared by several people and mathematics leaning takes place through interactions within this carefully designed environment. Also, MCY intends to provide students a series of sequential activities related to creative play, creative learning and creative inquiry based on a Constructive and interactive environment. Furthermore, a creative activity- constructing a creative product using building blocks- was presented as an example. Finally, we investigate the pedagogical implications and suggest directions for the further development.
참고문헌 (27)
- Ackermann, E. K., "Constructing knowledge and transforming the world, In A learning zone of one's own: Sharing representations and flow in collabora-tive learning environments" (2004), IOS Press
- Anderson, L. W., "A taxonomy for learning, teaching, and assessing: a revision of bloom’ s taxonomy of educational objectives" (2001), Longman
- Barbera, E., "Mutual feedback in e-portfolio assessment: an approach to the netfolio system", British Journal of Educational Technology, 40(2), pp.342~357 (2009)
- Bates, A. W., "Application of new technologies (including computers) in distance education: Implications for the training of distance educators", Paper presented at the Round Table on Training, Commonwealth of Learning (1990)
- Bhattacharya, M., "E-portfolio assessment in higher education", Paper presented at the 37th ASEE, 2007, ~
- Black, P., "Inside the white box: raising standards through classroom assessment", Phi Delta Kappan, 80(2), pp.139~144 (1998)
- Cropley, A. J., "Creativity in education & learning: A guide for teachers and educators" (2004), IOS Press
- De Bono, E., "Lateral thinking: a textbook of creativity" (1970), Penguin Books
- Guilford, J. P., "Creativity", American Psychologist, 5(9), pp.444~454 (1950)
- Hoppe, H. U, "Building bridges within learning communities through ontologies and “thematic objects”.", Proceedings of Computer-Supported Collaborative Learning Conference CSCL 2005, pp.211~220 (2005)
- Jonassen, D. H., "Objectivism versus constructivism: do we need a new philosophical paradigm?", Educational Technology, Research and Development, 39(3), pp.5~14 (1991)
- Jonassen, D. H., "Computers as Mindtools for Schools: Engaging Critical Thinking (2nd ed).", pp.2000, Merrill
- Jonassen, D. H., "Modeling with technology: mindtools for conceptual change (3rd ed).", pp.2006, Merrill
- Kafai, Y., "Constructionism in practice" (1996), Lawrence Erlbaum Associates, Publishers
- 김부윤, "수학적 창의성에 대한 관점 연구", 수학교육, 46(3), pp.293~302 (2007), 한국수학교육학회
- Lakoff, G., "The metaphorical structure of mathematics: Sketching out cognitive foundations for a mind-based mathematics, In Mathematical rea-soning: Analogies, metaphors, and images" (1997), Lawrence Erlbaum Associates
- Lakoff, G., "Where mathamatics comes from: How the embodied mind brings into being" (2000), Basic Books
- Lawler, R. W., "Thinkable models", J. Math. Behav, 15(3), pp.241~259 (1996)
- Lobry de Bruyn, L. A., "Monitoring Online Communication: Can the development of convergence and social presence indicate an interactive learning environment", Distance Edu-cation, 25(1), pp.67~81 (2004)
- Mayer, R. E., "Rote versus meaningful learning", Theory into Practice, 41, pp.226~232 (2002)
- Papert, S., "Mindstorms: Children, computers and powerful ideas" (1980), Harvester Press
- Radford, L, "ON embodiment, artefact, and signs: A semiotic cutural prerspective in mathematical thinking", Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, 통권 : 4, pp.113~120 (2005)
- Resnick, M., "Some reflections on designing construction kits for kids", Proceedings of ACM IDC05: Interaction Design and Children, pp.117~122 (2005)
- Skemp, R. R., "The Psychology of Learning Mathematics" (1987), Lawrence Erlbaum Associates, Inc
- Ton De Jong, "Learning by creating and exchanging objects: The SCY experience", British Journal of Educational Technology, 41(6), pp.909~921 (2010)
- Guidelines for administration and scoring, "comments on using the Torrance Tests of Creative Thinking", Torrance, E. P., 1987
- Whitelock, D., "Electronic assessment: marking, monitoring and mediating learning. In:, objects and outcomes in learning", International Journal of Learning Technology, pp.246~276 (2006)