Lights, Camera, Math! The F Pattern News

2022

Revista Internacional de Pesquisa em Educação Matemática

It is not uncommon in Mathematics Education research for the term "Digital Technologies (DT)" to be considered as "media", "artifacts", "instruments", "tools", as well as "means", in order to provoke debates and reflections on their meanings. In Rosa, Bairral and Amaral (2015), theoretical discussions are already presented in different chapters that bring considerations regarding DT within the scope of brazilian Mathematics Education, specifically, according to studies by the Working Group (GT) 06 of the SBEM (Brazilian Society of Mathematics Education), called "Mathematics Education, Digital Technologies and Distance Education". In the meantime, the term "media" is very much in evidence and takes on a DT connotation that seeks to elevate the latter idea to a cognitive level that reinforces the participation of these technologies in the knowledge production process. This elevation is discussed by Borba & Villarreal (2005) and, in our view, can be linked to what McLuhan (1996, p.7) tells us in relation to this, that is, the medium is the message. This is merely to say that the personal and social consequences of any mediumthat is, of any extension of ourselvesresult from the new scale that is introduced into our affairs by each extension of ourselves, or by any new technology.

2016

There is widespread acceptance that mathematics is important, for an individual and for society. However there are still those who disagree arguing that the subject is boring and irrelevant. It is therefore crucial that mathematics teaching strives to engage all learners at all levels, without of course sacrificing the rigour and ‘essence ’ of the subject. In this talk, I will argue that one way to achieve both rigour and broader access to mathematics lies with using appropriately designed digital technology. I will illustrate my argument with examples from research and practice.

Revista Internacional de Pesquisa em Educação Matemática

The aim of this article is to reflect on the potential of producing and using digital videos with mathematics content in the process of assessing school learning. To do so, we bring the analysis of three videos entered in a festival and the speeches of their producers in a questionnaire and a group interview. It deals with an excerpt from an Art-Based Educational Investigation, which adopted A/r/tography as a qualitative research methodology and, as a theoretical reference, the notions of Human-Beings-With-Media were used as a knowledge producing unit, Art as an aesthetic experience and the estrangement effect of the Didactic Theater Theory. As a result, similarities were observed, in the didactic functions, between theater, cinema and the analyzed videos, such as the interdisciplinarity of contents, the multimodality of languages and humor, culminating in the idea of using videos as a form of evaluation.

Creativity and Technology in Mathematics Education

This introductory chapter aims to introduce the volume providing new insights on creativity while focusing on innovative methodological approaches in research and practice of integrating technological tools and environments in mathematics teaching and learning. This work is being built on the discussions at the mini-symposium on Creativity and Technology at the International Conference on Mathematical Creativity and Giftedness (ICMCG) in Denver, USA (2014), and other contributions to the topic. While presenting a diversity of views, a variety of contexts, angles and cultures of thought, as well as mathematical and educational practices, the authors of each chapter explore the potential of technology to foster creative and divergent mathematical thinking, problem solving and problem posing, creative use of dynamic, multimodal and interactive software by teachers and learners, as well as other digital media and tools while widening and enriching transdisciplinary and interdisciplinary connections in mathematics classroom. Along with groundbreaking innovative approaches, the book aims to provide researchers and practitioners with new paths for diversification of opportunities for all students to become more creative and innovative mathematics learners. A framework for dynamic learning conditions of leveraging mathematical creativity with technology is an outcome of this collective work.

Journal of Mathematical Modelling and Application, 2013

This article discusses the teacher's training that can help schools to become better at their time. Meeting this challenge involves understand the lifestyles of people immersed in digital culture. We investigated the authoring process of digital learning materials developed by mathematics undergraduates at Federal University of Uberlândia, Brazil. The chosen productions to present in this paper were: "Educational robotics: a study of the Ferris wheel" and "Rolling knowledge", both deal with the study of mathematical based on Ferris wheels. These productions are located in three sets of interwoven theoretical and experimental knowledge by simulation: Theme, Mathematical Model and Information Technology and Communication (ICT). The connection between these three areas is based on decisions, understanding variables and learning previously unimagined perspectives. In other words, simulation between themes, mathematical models and ICT are the act of choosing "paths" in mathematical knowledge. We conclude that, in a digital culture, the concept of mathematical modeling is actually a simulation environment in which interaction is simulated in four dimensions: Dialogical, diverse, dated and dynamic. We have also to understand that simulation is one of the ways to work with mathematical modeling in the digital culture of a teacher.

Proceedings of the 13th International Congress on Mathematical Education , 2017

The Popularization of Mathematics Study Group (TSG7) gathered for the first time in ICME diverse people using interesting and inspiring mathematics to motivate both young people and the general public. It brought together those who popularize mathematics through live performance, exhibits, the media and outreach programs. The group of about forty people, included lively article discussions, poster presentations and demonstrations. Enthusiastic practitioners stepped back to reflect on the impact of their actions. We first discuss their goals. • Democratize mathematics • Set a healthier relationship with mathematics • Raise performance in math education • Share math beauty, power and pervasiveness • Justify taxpayer's money in research and education.

Leonardo, 2019

This paper concerns the presentation of a set of possibilities of connecting mathematical concepts and performance art pieces. These possibilities have their origin in a personal practice in performance art and mathematics but are presented here as connecting both areas, as well as connecting theory and practice, especially in a performance art context. Three main possibilities are discussed here: a model to connect with a performance art piece using mathematic tools, turbulence in mathematics and in performance art and some thoughts on how to understand a performance art piece as an intersubjective matrix. A case study is also provided.

2011

There is no doubt that technological tools have greatly impacted our mathematics teaching, learning and research in recent years. The exciting innovative ways of presenting learning, teaching and research materials on the internet have prompted educators and researchers to rethink the importance of taking global views to solve local problems. In this paper, we use several examples to demonstrate how some abstract mathematical concepts can be conveyed to students through graphical approach. The urgency of conducting collaborative research because of the existence of a solution is simply not adequate when computational tools are available nowadays. Furthermore, we emphasize that technology can be implemented effectively to enhance pre-service teachers’content knowledge. Finally, we urge all software and hardware developers to work together to make the learning tools more uniformly accessible. After all, those starting to use technological tools should be concentrating on how mathemati...

New Media & …, 2012

This article reports on a case study of the web-based educational maths application, Mathletics. The findings are drawn from an ethnographic study of children’s technology use in Melbourne, Australia. We explore the experience, governance and commerce of children’s Mathletics use, and offer insights into the developing possibilities and challenges emerging through the adoption of Web 2.0 applications for learning and education. In analyzing the interaction between students and this software, this article deploys two key concepts in technology studies – affordance and technicity – to develop a relational understanding of Mathletics play. This conceptualization of play, which accounts for the playability or give of a technology, helps to illuminate some ways in which the aesthetics, functionality, and materiality of this online application accommodate a number of – and often competing – uses, interests and values: parental anxieties, pedagogical concerns and corporate stakes.