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Title: Innovating Scaffolded Prototyping for Design Education: Toward A Conceptual Framework Derived from Mathematics Pedagogy
The practice of prototyping is challenging to novice designers as they underutilize insights that prototyping offers to solving design problem. Central to this challenge is the abstract nature of design concepts like idea representation, iteration, and problem solution-space exploration. A unique opportunity from mathematics education presents itself for design educators and facilitators; that is, teaching with manipulatives. We seek to transfer such practices in mathematics education to design education and practice. Challenges exist for design researchers to carefully craft activities in design education mainly because of the open-endedness of problems, decision-making that takes place while designing, and the inherent uncertainties in the design problems. Ultimately, the goal is to develop students’ ability to flexibly transfer expertise to other contexts and new design challenges.
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Forty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
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National Science Foundation
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