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Learning mathematics in a student-centered, problem-based classroom requires students to develop mathematical understanding and reasoning collaboratively with others. Despite its critical role in students’ collaborative learning in groups and classrooms, evidence of student thinking has rarely been perceived and utilized as a resource for planning and teaching. This is in part because teachers have limited access to student work in paper-and-pencil classrooms. As an alternative approach to making student thinking visible and accessible, a digital collaborative platform embedded with a problem-based middle school mathematics curriculum is developed through an ongoing design-based research project (Edson & Phillips, 2021). Drawing from a subset of data collected for the larger research project, we investigated how students generated mathematical inscriptions during small group work, and how teachers used evidence of students’ solution strategies inscribed on student digital workspaces. Findings show that digital flexibility and mobility allowed students to easily explore different strategies and focus on developing mathematical big ideas, and teachers to foreground student thinking when facilitating whole-class discussions and planning for the next lesson. This study provides insights into understanding mathematics teachers’ interactions with digital curriculum resources in the pursuit of students’ meaningful engagement in making sense of mathematical ideas.
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Digital Video Representations for Teaching Mathematics and Coding to Middle School Students
We present an integrated mathematics and computer programming curriculum for teaching bilingual middle school students how to code using digital video representations. Building on the student's familiarity with digital video, we introduce them to number representations (e.g., binary and hexadecimals), NumPy arrays, coordinate systems, color, frames, and how to combine them into digital video content. The curriculum is fully integrated with middle school mathematics. Middle school students who completed the curriculum joined undergraduate students to co-teach the curriculum in a small group collaborative learning environment. We found evidence of successful implementations based on video recordings of student and facilitator interactions, attitude scales, student exit interviews, and samples of student work.
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- Award ID(s):
- 1949230
- PAR ID:
- 10520523
- Publisher / Repository:
- IEEE Xplore
- Date Published:
- ISSN:
- 2165-3577
- ISBN:
- 979-8-3503-3959-8
- Page Range / eLocation ID:
- 1 to 4
- Subject(s) / Keyword(s):
- Collaborative learning, middle school mathematics, computing, image and video processing, education
- Format(s):
- Medium: X
- Location:
- Rhodes (Rodos), Greece
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/DSP58604.2023.10167969
