Talks by Chronis Kynigos
Social creativity in designing e-books for creative mathematical thinking
Papers by Chronis Kynigos
Horizon 2020 Er4Stem Workshop Data Year 1-3 Uk
This dataset was collected as part of the Educational Robotics for STEM (ER4STEM) project, funded... more This dataset was collected as part of the Educational Robotics for STEM (ER4STEM) project, funded by the European Commision's Horizon 2020 programme, grant agreement No. 665792. The dataset includes quantitative and qualitative data collected over 3 years of robotics workshops held in schools in the UK. Only data with informed consent to be shared via an open access repository is included. Only anonymised data is included and some data is excluded to project vulnerable participants.
Horizon 2020 ER4STEM workshop data Year 1-3 Bulgaria
This dataset was collected as part of the Educational Robotics for STEM (ER4STEM) project, funded... more This dataset was collected as part of the Educational Robotics for STEM (ER4STEM) project, funded by the European Commission's Horizon 2020 programme, grant agreement No. 665792. The dataset includes quantitative and qualitative data collected over 3 years of robotics workshops held in schools in Bulgaria. Only data with informed consent to be shared via an open access repository is included. Only anonymised data is included and some data is excluded to protect vulnerable participants.
Documentational Approach to Didactics
Encyclopedia of Mathematics Education, 2018
Pupil Communication During Electronic Collaborative Projects: Integrating Communication Tools With Communication Scenarios
The Role of Technology in CSCL, Jan 1, 2007
The rapid expansion of computer-mediated communication (CMC) into classrooms has nurtured expecta... more The rapid expansion of computer-mediated communication (CMC) into classrooms has nurtured expectations that Communication Technology (CT) will support pupils’ construction of shared knowledge by articulating their thoughts and reflecting on their activity. In this paper we argue that the connection between CMC and such learning experiences is far from selfevident. The paper investigates how the coupling of CMC tools with educational ‘scenarios’ can structure communication learning activities in the classroom. We describe the design aspects of two different scenarios, such as activities, communication need, roles, layers and channels. We also provide qualitative empirical evidence on educational potential for information handling, reflection and communicative awareness. Implications for whether a communication setting ensures meaningful communication are discussed.
This study focuses on the design of a novel genre of e-books incorporating dynamic constructionis... more This study focuses on the design of a novel genre of e-books incorporating dynamic constructionist artefacts-widgets that aim to induce mathematical creativity allowing students to interact with their content in significant ways (called 'c-books', c for creativity). The design of the c-books is addressed through collectives of educational professionals with a diversity of expertise. The analysis of the design process of a c-book on Curvature shows that the interactions fostered by the socio-technical environment allowed diverse practitioners to learn from, work with and collaborate across their boundaries supported by collectively evolving artefacts as boundary objects. The end-product of this social creative process, the c-book on Curvature, evolved through the constant versioning of a narrative intertwined with malleable dynamic constructionist artefacts.
Classification and Mathematical Thinking: Tinkering with Classification Games in a Constructionist Environment
Digital Experiences in Mathematics Education
Informatics in education, Jun 4, 2023
Even though working with data is as important as coding for understanding and dealing with comple... more Even though working with data is as important as coding for understanding and dealing with complex problems across multiple fields, it has received very little attention in the context of Computational Thinking. This paper discusses an approach for bridging the gap between Computational Thinking with Data Science by employing and studying classification as a higher-order thinking process that connects the two. To achieve that, we designed and developed an online constructionist gaming tool called SorBET which integrates coding and database design enabling students to interpret, organize, and analyze data through game play and game design. The paper presents and discusses the results of a pilot study that aimed to investigate the data practices secondary students develop through playing and modifying SorBET games, and to determine the impact of game modding on student critical engagement with CT. According to the results, students developed and used certain data practices such as data interpretation and data model design to become better players or to design an interesting classification game. Moreover, game modding process motivated students to question the original games' content, leading them to develop a critical stance towards the game data model and representations.
In this study two groups of Grade-8 students interact with a new expressive digital medium, exper... more In this study two groups of Grade-8 students interact with a new expressive digital medium, experimenting with the concept of angles through a "tool-shaping" process. The medium, designed to foster students' Creative Mathematical Thinking (CMT), provides a novel set of affordances that are studied under the focus of a meaninggeneration process. The study indicates that the students can arrive to mathematical meaning that enriches the more abstract understanding of angles, while at the same time improving upon certain aspects of CMT.
HAL (Le Centre pour la Communication Scientifique Directe), Feb 6, 2019
Our research was carried out in the framework of the MC2 European project (http://www.mc2project.... more Our research was carried out in the framework of the MC2 European project (http://www.mc2project.eu/, 2013 aiming at developing a socio-technical environment for the design of digital resources fostering creative mathematical thinking. Through a network of theories, we conceptualise and study social creativity that occurs during collaborative design of a digital resource embedding mathematics into a story. We focus on factors that trigger, or hinder social creativity and that influenced a group of designers, made up of mathematics teachers, teacher educators and researchers with diverse expertise, broadening perspectives, supported by a sociotechnical environment during the design process.
HAL (Le Centre pour la Communication Scientifique Directe), Feb 4, 2015
HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific r... more HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.
Describing Sustained Constructionist Activity
Constructivist Foundations, 2019
HAL (Le Centre pour la Communication Scientifique Directe), Feb 2, 2022
In this paper we investigate student's creative mathematical activity, while engaging in coding d... more In this paper we investigate student's creative mathematical activity, while engaging in coding digital animations. A logo-programming authoring system which integrates Turtle Geometry, 3D space and dynamic manipulation of figural models was used. Three students of 8 th and 10 th grade engaged in creating figural dancing animations and synchronizing them to the rhythm of a song, by constructing an artefact and manipulating its geometric transformations in space. We adjusted the Creative Mathematical Action Framework, that is based on a fallibilistic view on creativity, into a constructionist technological context. The results indicate that artistic values such as synchronicity, symmetry and periodicity were conceived and applied within the digital resource and acted as motivators for persistently tinkering with the artefact. This context provided fruitful ground for creative mathematical activity of forming, expressing, exploring and expanding mathematical ideas.
HAL (Le Centre pour la Communication Scientifique Directe), Feb 2, 2022
Creative Learning in Digital and Virtual Environments During COVID-19 and Beyond
Creative Learning in Digital and Virtual Environments, 2020
This paper investigates the process in which teachers of different experiences and subjects colla... more This paper investigates the process in which teachers of different experiences and subjects collaboratively designed an e-book unit around 'Windmills', aiming to foster students' creativity (call c-book, c for creativity). Our aim was to identify the characteristics of this innovative design, as well as if and how this process can enhance teachers' creativity. We found that the design evolved in four phases incorporating learning mechanisms-indicators for teachers' creativity: Searching for mathematical ideas/concepts, implementation of the raw ideas, pedagogical and /didactical contextualization, transition to the c-book. The c-book was the boundary object around which the participants interacted, reflected and finally transformed their knowledge regarding the way it should be designed to support creativity.
Mathematical Assemblages Around Dynamic Aspects of Angle in Digital and Physical Space
International Journal of Science and Mathematics Education, 2021
Computers Supported Education, 2017
This paper presents AuthELO an authoring environment that can be used for the configuration of lo... more This paper presents AuthELO an authoring environment that can be used for the configuration of logging and authoring of automated feedback for exploratory learning objects (ELOs). ELOs are web components (widgets) that can be integrated with learning platforms to synthesise highly interactive learning environments. AuthELO has been developed in the context of the MCSquared project that is developing a platform for authoring interactive educational e-books. This platform comprises an extendable set of diverse widgets that can be used to generate instances of exploratory activities that can be employed in various learning scenarios. AuthELO was designed and developed to provide a simple, common and efficient authoring interface that can normalise the diversity of these widgets and give the ability to non-experts to easily develop or customise the feedback that is provided to students using a data-driven approach. In this paper we describe the architecture and design characteristics of AuthELO and a small-scale evaluation with activities in a logo-based 3D microworld called Malt+. We reflect on both the challenges of the authoring process and the pedagogical potential of the feedback when these activities are used by students.
Augmented Reality in Educational Settings
Augmented Reality in Educational Settings, 2020
Developing a joint methodology for comparing the influence of different theoretical frameworks in technology enhanced learning in mathematics: The TELMA approach
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Talks by Chronis Kynigos
Papers by Chronis Kynigos