The Intersection of Lesson Study and Design Research: A 3-D Visualization Development Project for the Elementary Mathematics Curriculum

Sack, Jacqueline; Vázquez, Irma Isabel De León

doi:10.1007/978-90-481-9941-9_16

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…This conceptual and problem-solving approach aims for "mastery of basic skills, conceptual learning, and mathematical thinking" using any "relatively efficient and effective procedure as opposed to a predetermined or standard one" (Baroody, et al, 2004, p. 228). This research team's method follows principles of lesson study (Sack, & Vazquez, 2011) in that each lesson is part of a design experiment followed by a retrospective analysis in which the research team determines the actual outcomes and then plans the next lesson. This may be an iteration of the last lesson to improve the outcomes, a rejection of the last lesson if it failed to produce adequate progress toward the desired outcomes, or a change in direction if unexpected, but interesting, outcomes arose that are worthy of more attention.…”

Section: Context and Methodsmentioning

confidence: 99%

“…Using design-research principles (Cobb, et al, 2003;Sack, & Vazquez, 2011) this research team has developed a learning trajectory for the spatial development of elementary children using cube structures. This paper focuses on the interchange among specific types of representations, guided by the Spatial Operational Capacity (SOC) framework developed by Van Niekerk (1997) and the critical role of a dynamic computer interface.…”

Section: Introductionmentioning

confidence: 99%

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Geocadabra Construction Box: A dynamic geometry interface within a 3D visualization teaching-learning trajectory for elementary learners (Invited Article)

Sack¹,

Vázquez²

2013

MIJE

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This study focuses on the integration of a 3-D dynamic geometry interface to enhance the 3-D visualization capacity of 8-9-year-old children who attend an after-school program. Each year, all third grade children, who attend a dual-language urban elementary school, are invited to participate, typically beginning with 20-25 participants. The program runs for one hour per week for the duration of the academic year. The research team (a university researcher and one or more classroom teachers) uses design research principles (Cobb, et al., 2003) to develop and refine teaching-learning trajectories for the program. They use socially mediated instructional strategies, constantly challenging learners to find multiple solutions and explanations to a wide variety of spatial problems. Learners work with figures made from wooden cubes, 2-D pictures that resemble these figures, and with iconic representations (such as top-view numeric or top, side and front plane views) that do not directly resemble the figures. Through the integration of Geocadabra (Lecluse, 2005), the 3-D dynamic digital interface, learners move easily among the different representations and then can mentally abstract properties of these figures. They were able to visualize and accurately enumerate cubes of a complex 2-D conventional picture, but were also able to determine multiple solutions for given sets of front, side and top view diagrams, which do not always correlate with only one 3-D solution. With the current curricular focus on predominantly symbolic numeration, systematic integration of visualization, even as a representation tool for number work, into the elementary curriculum is problematic.

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Section: Context and Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Geocadabra Construction Box: A dynamic geometry interface within a 3D visualization teaching-learning trajectory for elementary learners (Invited Article)

Sack¹,

Vázquez²

2013

MIJE

Self Cite

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“…Este estudo aprofunda os resultados de estudos anteriores (como Bezerra, 2017;Sack & Vazquez, 2011;Ni Shuilleabhain & Clivaz, 2017;Widjajaet al, 2017), sobre o desenvolvimento do conhecimento didático do professor e a sua mobilização na prática letiva. Incidindo num tópico específico, a aprendizagem da multiplicação, este estudo evidencia as potencialidades do EA na promoção e desenvolvimento do conhecimento didático dos professores ao contribuir para que estes ampliem o conhecimento sobre o aluno e os seus processos de aprendizagem, bem como no que se refere ao conhecimento da própria prática.…”

Section: Conclusãounclassified

O estudo de aula no desenvolvimento do conhecimento sobre o ensino da matemática de professores do 1.º ciclo

Fonseca¹,

Ponte²

2023

Relime

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O objetivo deste artigo é compreender as aprendizagens realizadas por cinco professores do 1.º ciclo o ensino básico participantes num estudo de aula que teve foco na aprendizagem da multiplicação por alunos do 2.º ano no que respeita ao conhecimento do aluno e dos seus processos de aprendizagem e ao conhecimento da prática letiva. É uma investigação qualitativa e interpretativa. A recolha de dados fez-se por observação participante através da elaboração de um diário de bordo, gravação áudio e vídeo das sessões e realização de uma entrevista semiestruturada coletiva. Os resultados confirmam o potencial do estudo de aula ao contribuir para que os professores aprofundassem o conhecimento sobre o pensamento do aluno e suas estratégias e dificuldades na aprendizagem de conceitos. Passaram a valorizar a preparação detalhada da sua ação em função do conhecimento prévio sobre os alunos, assim como a aprendizagem exploratória.

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Learning and Leading as Teacher Researchers

Sack

Vázquez

2020

Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education

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The Intersection of Lesson Study and Design Research: A 3-D Visualization Development Project for the Elementary Mathematics Curriculum

Cited by 4 publications

References 6 publications

Geocadabra Construction Box: A dynamic geometry interface within a 3D visualization teaching-learning trajectory for elementary learners (Invited Article)

Geocadabra Construction Box: A dynamic geometry interface within a 3D visualization teaching-learning trajectory for elementary learners (Invited Article)

O estudo de aula no desenvolvimento do conhecimento sobre o ensino da matemática de professores do 1.º ciclo

Learning and Leading as Teacher Researchers

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