Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration

Nathan, Mitchell J.; Wolfgram, Matthew; Srisurichan, Rachaya; Walkington, Candace; Alibali, Martha W.

doi:10.1080/00220671.2017.1287046

Cited by 19 publications

(9 citation statements)

References 26 publications

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“…This entails translating concepts from one situation to another for problem solving purposes. This highlights the power of making activities in building conceptual understanding across various disciplines using different symbols, tools and in different social interactions [14], [15]. Makerspaces combined with mathematical play activities integrate a wide range of tools and scaffolds.…”

Section: Figure 4: Dash Coding and Movement 5 Discussionmentioning

confidence: 99%

Unpacking Mathematical Play within Makerspaces using Embodied Cognition

Shokeen

Katirci

Fofang

et al. 2020

Extended Abstracts of the 2020 Annual Symposium on Computer-Human Interaction in Play

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This work discuss insights into mathematical play developed among a group of youth engaged in a making activity using an embodied cognition perspective. Findings from GoPro video data reveal that different modalities (e.g., iPad app-Blockly, Dash robot, tape, physical path) within the activity enabled youth to consider and reconsider different approaches using their gestures before making up their mind. In conclusion, we emphasized that the examination of complex contexts in which participants learn and enact mathematical play requires attending to the embodied nature of failure and feedback.

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Section: Figure 4: Dash Coding and Movement 5 Discussionmentioning

confidence: 99%

Unpacking Mathematical Play within Makerspaces using Embodied Cognition

Shokeen

Katirci

Fofang

et al. 2020

Extended Abstracts of the 2020 Annual Symposium on Computer-Human Interaction in Play

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show abstract

“…Mathematics teaching and learning commonly occur in rich environments that include a wide range of physical objects, tools, 3-dimensional models, diagrams, sketches, and symbolic inscriptions. Communication that occurs in such rich settings is usually multi-modal and grounded in the environment, and gesture is an integral part of such communication (e.g., Nathan et al, 2017c). Gesture is also intimately tied to action (Hostetter and Alibali, 2008), and, as such, gestures are ubiquitous in learning settings that involve actions, including working with physical manipulatives and constructing models.…”

Section: Background: Research On Gesture Teaching and Learningmentioning

confidence: 99%

The Future of Embodied Design for Mathematics Teaching and Learning

et al. 2020

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A rising epistemological paradigm in the cognitive sciences-embodied cognition-has been stimulating innovative approaches, among educational researchers, to the design and analysis of STEM teaching and learning. The paradigm promotes theorizations of cognitive activity as grounded, or even constituted, in goal-oriented multimodal sensorimotor phenomenology. Conceptual learning, per these theories, could emanate from, or be triggered by, experiences of enacting or witnessing particular movement forms, even before these movements are explicitly signified as illustrating target content. Putting these theories to practice, new types of learning environments are being explored that utilize interactive technologies to initially foster student enactment of conceptually oriented movement forms and only then formalize these gestures and actions in disciplinary formats and language. In turn, new research instruments, such as multimodal learning analytics, now enable researchers to aggregate, integrate, model, and represent students' physical movements, eye-gaze paths, and verbal-gestural utterance so as to track and evaluate emerging conceptual capacity. We-a cohort of cognitive scientists and design-based researchers of embodied mathematics-survey a set of empirically validated frameworks and principles for enhancing mathematics teaching and learning as dialogic multimodal activity, and we synthetize a set of principles for educational practice.

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“…Another Noticeable construct is once again the application of parametric equation to generate points on the curve as already described in Eq (7) and Eq (8). After modeling and animation, the last aspect of a basic 2D game is to detect collision between entities.…”

Section: Projectile Simulation On Box 2d and Openglmentioning

confidence: 99%

Recurrence Relation for Projectile Simulation Project and Game based Learning

Tariq¹,

Jilani²,

Ali³

et al. 2018

ijacsa

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Huge Gap has been observed on study of projectile simulation models relating it to speed of camera or frame per seconds. The objective of this paper is to explore and investigate time driven simulation models to mimic projectile trajectory; with an intent to highlight importance of game programming on native platforms. The proposed projectile recurrence relation and extensive mathematical modeling based on Triangular Series is an innovative outcome of project and game based learning used in BSCS-514 Computer Graphics Course at Department of Computer Science (DCS) University of Karachi (UOK). Box2D Replica of Popular 2D Mobile Game Angry Bird has been created on desktop to have an in depth mathematical and programming insight of commercial physics engine and discrete event simulation. Analysis has also been performed to answer certain key questions for progressive projectile trajectory for e.g. (1) With What angle, projectile should be launched? (2) What is the maximum height it will reach? (3) How long it will take for landing? (4) What will be its velocity to reach a desired height? (4) Where it will hit? (5) How it will bounce? The above stated questions are important to answer so that projectile motion within engineering, Gaming and other CAD Applications can be taught and programmed correctly specially on native platforms like OpenGL. Besides reporting Numerical results, a successful projectile based game making has been compiled and reported to validate the significance of project based learning in classrooms and labs.

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Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration

Cited by 19 publications

References 26 publications

Unpacking Mathematical Play within Makerspaces using Embodied Cognition

Unpacking Mathematical Play within Makerspaces using Embodied Cognition

The Future of Embodied Design for Mathematics Teaching and Learning

Recurrence Relation for Projectile Simulation Project and Game based Learning

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