Revealed Preferences of Fourth Graders When Requesting Face-to-Face Help While Doing Math Exercises Online

Araya, Roberto; Gormaz, Raúl

doi:10.3390/educsci11080429

Cited by 6 publications

(3 citation statements)

References 33 publications

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“…For instance, there is strong evidence that students value working collaboratively on mathematical tasks [8,70,71]. Moreover, when students require support with a mathematical task and both teachers and peers are available, students are three times more likely to seek help from peers, rather than their teacher [72]. In the context of our study, we would argue that the structure of these narrative-driven mathematics lessons would support students in meeting their need for relatedness in at least three ways:…”

Section: Relatednessmentioning

confidence: 83%

Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films

Russo

Russo²,

Roche

2021

Education Sciences

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Using children’s literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based on challenging, problem solving tasks to two classes of Australian Year (Grade) 5 students (10 and 11 year olds). These tasks were developed from various narratives, each portrayed through a different medium (movie clip, short film, picture story book). Post lesson interviews were undertaken with 24 students inviting them to compare and contrast this lesson sequence with their usual mathematics instruction. Drawing on a self-determination theory lens, our analysis revealed that these lessons were experienced by students as both highly enjoyable and mathematically challenging. More specifically, it was found that presenting mathematics tasks based on rich and familiar contexts and providing meaningful choices about how to approach their mathematical work supported student autonomy. In addition, there was evidence that the narrative presentation supported student understanding of the mathematics through making the tasks clearer and more accessible, whilst the audiovisual mediums (movie clip, short film) in particular provided a dynamic representation of key mathematical ideas (e.g., transformation and scale). Students indicated an eclectic range of preferences in terms of their preferred narrative mediums for exploring mathematical ideas. Our findings support the conclusion that educators and researchers focused on the benefits of teaching mathematics through picture story books consider extending their definition of narrative to encompass other mediums, such as movie clips and short films.

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Section: Relatednessmentioning

confidence: 83%

Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films

Russo

Russo²,

Roche

2021

Education Sciences

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“…The session started with students logging in to the ConectaIdeas online platform [ 87 , 88 ], where they answered 31 questions.…”

Section: Methodsmentioning

confidence: 99%

Developing Computational Thinking Teaching Strategies to Model Pandemics and Containment Measures

Araya

Isoda

Moris

2021

IJERPH

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COVID-19 has been extremely difficult to control. The lack of understanding of key aspects of pandemics has affected virus transmission. On the other hand, there is a demand to incorporate computational thinking (CT) in the curricula with applications in STEM. However, there are still no exemplars in the curriculum that apply CT to real-world problems such as controlling a pandemic or other similar global crises. In this paper, we fill this gap by proposing exemplars of CT for modeling the pandemic. We designed exemplars following the three pillars of the framework for CT from the Inclusive Mathematics for Sustainability in a Digital Economy (InMside) project by Asia-Pacific Economic Cooperation (APEC): algorithmic thinking, computational modeling, and machine learning. For each pillar, we designed a progressive sequence of activities that covers from elementary to high school. In an experimental study with elementary and middle school students from 2 schools of high vulnerability, we found that the computational modeling exemplar can be implemented by teachers and correctly understood by students. We conclude that it is feasible to introduce the exemplars at all grade levels and that this is a powerful example of Science Technology, Engineering, and Mathematics (STEM) integration that helps reflect and tackle real-world and challenging public health problems of great impact for students and their families.

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“…The session started with students logging in to the ConectaIdeas online platform [73,74], where they answered 31 questions.…”

Section: Tablementioning

confidence: 99%

Developing Computational Thinking to Help Tackle Pandemic Challenges

Araya¹,

Isoda²,

Morris³

2021

Preprint

Self Cite

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COVID-19 has been extremely difficult to control. The lack of understanding of key aspects of pandemics has affected virus transmission. On the other hand, there is a demand to incorporate Computational Thinking (CT) in the curricula with applications in STEM. However, there are still no exemplars in the curriculum that apply CT to real-world problems such as controlling a pandemic or other similar global crises. In this paper, we fill this gap by proposing exemplars of CT for modeling the pandemic. We designed exemplars following the three pillars of the APEC InMside framework for CT: algorithmic thinking, computational modeling, and machine learning. For each pillar, we designed a progressive sequence of activities that covers from elementary to high school. In an experimental study with elementary and middle school students from 2 schools of high vulnerability, we found that the computational modeling exemplar can be implemented by teachers and correctly understood by students. We conclude that it is feasible to introduce the exemplars at all grade levels, and that this is a powerful example of STEM integration that helps reflect and tackle real-world and challenging public health problems of great impact for students and their families.

show abstract

Revealed Preferences of Fourth Graders When Requesting Face-to-Face Help While Doing Math Exercises Online

Cited by 6 publications

References 33 publications

Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films

Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films

Developing Computational Thinking Teaching Strategies to Model Pandemics and Containment Measures

Developing Computational Thinking to Help Tackle Pandemic Challenges

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