Using African Designs in Virtual Manipulatives for Geometrical Concept Development
Inhaltsverzeichnis
Referenz
Philip Collett and Catherina Steyn: Using African Designs in Virtual Manipulatives for Geometrical Concept Development. In: Bridges 2017, Pages 455–458.
DOI
Abstract
Promoting interest and engagement in Mathematics among learners in early High School grades is challenging in the South African educational scenario which is typified by traditional pedagogies, desolate classrooms, a lack of interesting resources and something of a rote learning culture. To enhance the attractiveness and the cultural congruence of learning materials for early High School grades we have used GeoGebra to design a set of virtual manipulatives, which incorporate Southern African indigenous art designs, for promoting concept formation in the area of Geometry. We explain the underlying pedagogy of the development and show examples of manipulatives in the design stage. Plans for incorporating the material into programs and researching the learning outcomes are also presented.
Extended Abstract
Bibtex
@inproceedings{bridges2017:455,
author = {Philip Collett and Catherina Steyn},
title = {Using African Designs in Virtual Manipulatives for Geometrical Concept Development},
pages = {455--458},
booktitle = {Proceedings of Bridges 2017: Mathematics, Art, Music, Architecture, Education, Culture},
year = {2017},
editor = {David Swart, Carlo H. S\'equin, and Krist\'of Fenyvesi},
isbn = {978-1-938664-22-9},
issn = {1099-6702},
publisher = {Tessellations Publishing},
address = {Phoenix, Arizona},
note = {Available online at \url{http://archive.bridgesmathart.org/2017/bridges2017-455.pdf}}
}
Used References
[1] N. Spaull, “South Africa’s Education Crisis : The quality of education in South Africa 1994-2011,” Johannesburg, 2013.
[2] I. V. S. Mullis, M. O. Martin, P. Foy, and A. Arora, Results in Mathematics, 1st ed. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, 2012.
[3] Department of Basic Education, “Report on the Annual National Assessment of 2014 gr 1 to 6 & 9,” Pretoria, 2014.
[4] Department of Basic Education, “2015 National Senior Certificate Examination Diagnostic Report,” Pretoria, 2015.
[5] W. A. Olivier, “Maths Unit Boosts Pupils’ X Factor An Offline Tutoring Programme is Giving Talented but Sidelined Pupils a Fighting Chance,” Mail & Guardian, p. 4, 2015.
[6] D. Buckingham, Beyond Technology: Children’s Learning in the Age of Digital Culture. Cambridge: Polity Press, 2007.
[7] W. Daher, “Building Mathematical Knowledge in an Authentic Mobile Phone Environment,” Australas. J. Educ. Technol., vol. 26, no. 1, pp. 85–104, 2010.
[8] M. Sherman, “The Role of Technology in Supporting Students’ Mathematical Thinking : Extending the Metaphors of Amplifier and Reorganizer,” Contemp. Issues Technol. Teach. Educ., vol. 14, no. 3, pp. 220–246, 2014.
[9] P. Gerdes, “On Mathematics in the History of Sub-Saharan Africa,” Hist. Math., vol. 21, no. 3, pp. 345–376, 1994.
[10] M. Mosimege, “Indigenous Mathematical Knowledge at South African Cultural Villages : Opportunities for Integration in Mathematics Classrooms,” in Proceedings of the 14 th Annual National Congress of AMESA, 2008, pp. 457–462.
[11] A. Gray and R. Sarhangi, “Study and Application of African Designs for Use in Secondary Education,” in Proceedings of the Bridges 2001 Conference, 2001, pp. 299–306.
[12] L. Rosenblum and M. Macedonia, “Ndebele painting in VR,” IEEE Comput. Graph. Appl., vol. 21, no. 2, pp. 10–13, 2001.
[13] D. H. Clements, “‘Concrete’ Manipulatives, Concrete Ideas,” Contemp. Issues Early Child., vol. 1, no. 1, pp. 45–60, 1999.
Links
Full Text
http://archive.bridgesmathart.org/2017/bridges2017-455.pdf
