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Playful Mathematics: An Exploration of Design and Learning

趣味数学：设计与学习的探索

基本信息

批准号：
1643313
负责人：
Ilana Horn
金额：
$ 19.86万
依托单位：
Vanderbilt University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2016
资助国家：
美国
起止时间：
2016-08-01 至 2019-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1643313&HistoricalAwards=false
关键词：
Playful Mathematics Exploration Design Learning

项目摘要

Mathematics is a notoriously disliked subject; there is so little stigma associated with being "bad at math", that educated adults openly describe themselves in this way. There are many reasons for math's unpopularity; chief among them is that school mathematics seldom offers opportunities to engage with the richness of this potentially fascinating subject. As a result, the mathematics education pipeline in the United States is more often a filter than a pump, siphoning students out rather than bringing them along. Children have libraries to help them fall in love with literature: where do they get a chance to fall in love with math? This project presents a unique opportunity to study children engaged with mathematics in an informal setting, the Minnesota State Fair, facilitated by mathematically knowledgeable volunteers. The Math On-a-Stick mathematical playground provides a place for children to engage with mathematics by exploring patters, asking quantitative questions, and investigating shape and space to mathematize their play. The project will observe and videotape this engagement to inform the design of mathematical learning environments in a variety of outside of school time settings, such as after school programs and summer camps, that are accessible to a wider range of the population. This project is co-funded by the EHR Core Research (ECR) and Advancing Informal STEM Learning (AISL) programs. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in three thematic areas: STEM learning and learning environments, broadening participation, and STEM workforce development. The AISL program seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. The project will investigate three research questions: (1) How does the design of various parts of the exhibit differently support rich mathematical interactions between children and mathematicians? (2) How do children engage different parts of the exhibit? How do differences in engagement relate to (a) exhibit design and (b) prior mathematical experience? (3) How do exhibit volunteers, mathematicians, and caregivers interact to support (or undermine) students' mathematical play? The project will use participant observation and videography to capture visitors' activities through the exhibit, analyzing them as qualitative case studies.

众所周知，数学是一门不受欢迎的学科;“数学不好”几乎没有什么耻辱，受过教育的成年人公开这样描述自己。数学不受欢迎的原因有很多;其中最主要的是学校数学很少提供机会参与这个潜在的迷人学科的丰富性。因此，美国的数学教育管道往往是一个过滤器，而不是一个泵，吸走学生，而不是把他们沿着。孩子们有图书馆来帮助他们爱上文学：他们从哪里得到爱上数学的机会？该项目提供了一个独特的机会，研究儿童从事数学在非正式的设置，明尼苏达州博览会，促进数学知识渊博的志愿者。Math On-a-Stick数学游乐场为孩子们提供了一个参与数学的地方，通过探索模式，提出定量问题，并调查形状和空间来数学化他们的游戏。该项目将观察和录像这一参与，以告知数学学习环境的设计在各种校外时间设置，如课后计划和夏令营，可访问更广泛的人口。该项目由EHR核心研究（ECR）和推进非正式STEM学习（AISL）计划共同资助。ECR计划强调基础STEM教育研究，在三个主题领域产生基础知识：STEM学习和学习环境，扩大参与和STEM劳动力发展。AISL计划旨在推进新的方法，并以证据为基础的理解，在非正式环境中设计和开发STEM学习。该项目将探讨三个研究问题：（1）展览的各个部分的设计如何不同地支持儿童和数学家之间丰富的数学互动？(2)儿童如何参与展览的不同部分？参与度的差异与（a）展品设计和（B）先前的数学经验有何关系？(3)展览志愿者、数学家和护理人员如何互动以支持（或破坏）学生的数学游戏？该项目将使用参与者观察和录像来捕捉参观者在展览中的活动，并将其作为定性案例研究进行分析。