How to Use History to Clarify Common Confusions in Geometry

Taimiņa, Daina; Henderson, David W.

doi:10.5948/upo9781614443032.010

Cited by 2 publications

(2 citation statements)

References 13 publications

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“…In mathematics, Taimina and Handerson (2005) proofed the possibilities to model smooth hyperbolic planes using crochet techniques, which had previously been considered impossible to construct. Using these models in teaching can support learning of mathematics (Taimina & Henderson, 2005). Fiber crafts offer opportunities for profound engagement in complex STEM concepts.…”

Section: Stem and Textilesmentioning

confidence: 99%

Designing Constructionist Futures

2020

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A diverse group of scholars redefine constructionism—introduced by Seymour Papert in 1980—in light of new technologies and theories. Constructionism, first introduced by Seymour Papert in 1980, is a framework for learning to understand something by making an artifact for and with other people. A core goal of constructionists is to respect learners as creators, to enable them to engage in making meaning for themselves through construction, and to do this by democratizing access to the world's most creative and powerful tools. In this volume, an international and diverse group of scholars examine, reconstruct, and evolve the constructionist paradigm in light of new technologies and theories. Taken together, their contributions show that constructionism has advanced in educational research and practice—and also that, in turn, researchers and practitioners can learn from constructionism how to foster learning in ways that respect learners' creativity and communities. The contributors examine how constructionist design can function within contexts ranging from school and home to virtual spaces; explore ways to support learners who have been under-resourced, overlooked, or oppressed; discuss learning by collaboration; and consider the implications of learning as a creative process of construction, exploring ways to support creative enterprises within the constraints of formal classrooms. Finally, leading visionaries imagine where constructionism, design, and research will go next Contributors Konstantin Aal, Dor Abrahamson, Edith K. Ackermann, Michael Ahmadi, Emma Anderson, Edward Baafi, Stephanie Benson, Laura Benton, Matthew Berland, Marina Umaschi Bers, Paulo Blikstein, Bryan McKinley Jones Brayboy, Karen Brennan, Leah Buechley, Angela Calabrese Barton, Teresa Casort, David Cavallo, Kiera Chase, Alison Clark-Wilson, Sequoia L. Dance, Joshua A. Danish, Sayamindu Dasgupta, Michael Eisenberg, Noel Enyedy, Deborah A. Fields, Andrea Forte, Gayithri Jayathirtha, Brian Gravel, Sara M. Grimes, Idit Harel, Erica R. Halverson, Nathan Holbert, Celia Hoyles, Raquel Jimenez, Yasmin B. Kafai, Ivan Kalas, Anna Keune, Susan Klimczak, Eric Klopfer, Maximilian Krüger, Chronis Kynigos, Tim Kubik, Breanne K. Litts, Benjamin Mako Hill, Amon Millner, Andrés Monroy-Hernández, Richard Noss, Seymour Papert, Kylie Peppler, Judy Perry, Mitchel Resnick, Rebecca Reynolds, Ricarose Roque, Piers Saunders, Kristin A. Searle, Kimberly M. Sheridan, Arnan Sipitakiat, R. Benjamin Shapiro, Gary S. Stager, Gunnar Stevens, Vanessa Svihla, Edna Tan, Orkan Telhan, Naomi Thompson, Nalin Tutiyaphuengprasert, Anne Weibert, Michelle Hoda Wilkerson, Volker Wulf, Uri Wilensky, Jianwei Zhang

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Section: Stem and Textilesmentioning

confidence: 99%

Designing Constructionist Futures

2020

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Section: Stem and Textilesmentioning

confidence: 99%

Reclaiming Traditionally Feminine Practices and Materials for STEM Learning Through the Modern Maker Movement

Peppler¹,

Keune²,

Thompson³

2020

Designing Constructionist Futures

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Making, an educational reform movement that celebrates hands-on creative practices and technological inventiveness, is expanding in K-16 settings (Peppler, Halverson, & Kafai, 2016). The practice of making is conceptually inclusive of a range of tools and materials. From creating cardboard castles to laser cutting nature-inspired models, making provides youth the space to design personally meaningful artifacts. In our view, this aligns with constructionist approaches to learning (Papert, 1980) and promises a particularly impactful entry point for traditionally underrepresented youth to science, technology, engineering, and mathematics (STEM) fields.Despite these promises, critiques have been raised from inside the maker educational movement that making is all too often associated with hightechnology practices, including robotics, which may traditionally be more appealing to male audiences (Buechley, 2013). Although other material practices, such as fiber crafts, are also featured at world Maker Faires, flagship events showcase the state-of-the-art projects, while other practices are often relegated to the sidelines. Today, textile crafts have seen a resurgence of interest both within the maker movement and beyond, prompting us to re-examine the connections between crafting, mathematics, and computing. History demonstrates repeated patterns of innovation that have stemmed from traditionally feminine practices and materials. One prominent example arcs back to the history of computing, which is rooted in weaving, crocheting, and other textile crafts. Central to this examination is the role of embodied forms of learning, inherent in this view of constructionist theory in the form of body syntonicity.This chapter examines contemporary cases of traditionally feminine crafts through the lens of constructionist theory to uncover how embodied forms of learning can disrupt-and ultimately benefit-STEM learning through the integration of new materials and practices. The data presented here draw heavily on our interventionist work in school and out-of-school settings with

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How to Use History to Clarify Common Confusions in Geometry

Cited by 2 publications

References 13 publications

Designing Constructionist Futures

Designing Constructionist Futures

Reclaiming Traditionally Feminine Practices and Materials for STEM Learning Through the Modern Maker Movement

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