How can future mathematics teachers be trained to combine the use of digital technologies with student autonomy? Referring to the documentational approach to didactics, we have designed and implemented an initial training course based on collective documentation work. Here we analyze the work of a team of trainees who designed a session on programming with Scratch, in terms of the potential of the lesson designed for the use of Scratch and student autonomy, and the professional knowledge mobilised. The analysis of this case highlights possibilities and limitations of such a training.
{"title":"Teacher education, students' autonomy and digital technologies: A case study about programming with Scratch","authors":"G. Gueudet, Sophie Joffredo-Le Brun","doi":"10.26220/REV.3575","DOIUrl":"https://doi.org/10.26220/REV.3575","url":null,"abstract":"How can future mathematics teachers be trained to combine the use of digital technologies with student autonomy? Referring to the documentational approach to didactics, we have designed and implemented an initial training course based on collective documentation work. Here we analyze the work of a team of trainees who designed a session on programming with Scratch, in terms of the potential of the lesson designed for the use of Scratch and student autonomy, and the professional knowledge mobilised. The analysis of this case highlights possibilities and limitations of such a training.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"15 1","pages":"5-24"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42912543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we focus on young children’s drawing activity in the context of science education research adopting a sociocultural perspective which emphasises that thinking can be transformed through cultural tools. Children’s ‘voice’ is not limited to written and oral communication, so drawing can provide opportunities for children to actively participate to knowledge construction and research. A qualitative research methodology was adopted, and two sets of drawings collected from different classes in Greece and Singapore during a common teaching intervention designed to foster children’s understanding of change of state were analysed. Findings presented in this paper concern children’s visual representations of melted objects and the process of melting. Six categories describe the ways that a melted object can be presented (e.g. drops, lines, flow, puddle) and four categories describe changes during melting (e.g. increased number of drops, decrease in size). Educational implications for teachers are thoroughly discussed.
{"title":"Acknowledging drawing as a mediating system for young children’s ideas concerning change of state of matter","authors":"M. Kampeza, A. Delserieys","doi":"10.26220/REV.3512","DOIUrl":"https://doi.org/10.26220/REV.3512","url":null,"abstract":"In this paper, we focus on young children’s drawing activity in the context of science education research adopting a sociocultural perspective which emphasises that thinking can be transformed through cultural tools. Children’s ‘voice’ is not limited to written and oral communication, so drawing can provide opportunities for children to actively participate to knowledge construction and research. A qualitative research methodology was adopted, and two sets of drawings collected from different classes in Greece and Singapore during a common teaching intervention designed to foster children’s understanding of change of state were analysed. Findings presented in this paper concern children’s visual representations of melted objects and the process of melting. Six categories describe the ways that a melted object can be presented (e.g. drops, lines, flow, puddle) and four categories describe changes during melting (e.g. increased number of drops, decrease in size). Educational implications for teachers are thoroughly discussed.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"14 1","pages":"105-124"},"PeriodicalIF":0.0,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48200684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Valuing young children and promoting participation in early STEM education: Introduction","authors":"M. Kampeza","doi":"10.26220/REV.3539","DOIUrl":"https://doi.org/10.26220/REV.3539","url":null,"abstract":"","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"14 1","pages":"3-7"},"PeriodicalIF":0.0,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47245064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Young children’s personal repertoires or lexicons of graphical signs comprise multiple and diverse signs. These signs support understanding and progress of the symbolic languages of the culturally established, alphanumerical systems, development evolving early in childhood. Investigating language and inscriptional systems - including drawn, written and mathematical - this evidence-based position paper explores the extent to which children’s graphical sign lexicons support their emergent understandings as they move from intuitive marks and informal signs to formal symbols. These inscriptions are indispensable in communicating ideas, and have significance for the study of young children’s understanding of the abstract symbolic language of mathematics.
{"title":"Young children’s graphical sign lexicons and the emergence of mathematical symbols","authors":"Maulfry Worthington","doi":"10.26220/REV.3368","DOIUrl":"https://doi.org/10.26220/REV.3368","url":null,"abstract":"Young children’s personal repertoires or lexicons of graphical signs comprise multiple and diverse signs. These signs support understanding and progress of the symbolic languages of the culturally established, alphanumerical systems, development evolving early in childhood. Investigating language and inscriptional systems - including drawn, written and mathematical - this evidence-based position paper explores the extent to which children’s graphical sign lexicons support their emergent understandings as they move from intuitive marks and informal signs to formal symbols. These inscriptions are indispensable in communicating ideas, and have significance for the study of young children’s understanding of the abstract symbolic language of mathematics.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"14 1","pages":"65-83"},"PeriodicalIF":0.0,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44872296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Problem solving tasks are one of the topics of investigation within the field of STEM and educational engineering involving children. However, young children have received much more little attention. Accordingly, this paper explores the issues discussed by preschool children during engineering activities. We focus on the issues participants discuss during three building problem solving proposed to preschool children at a kindergarten. The activities were audio-video recorded and the argumentative discussions were identified and transcribed. The argumentative analysis focused on different elements, such as the issuesoccurring in each argumentative episode, the standpoints, the arguments, and the argumentative structure. In particular, to explore the issues and their role in problem solving activities, three illustrative cases are presented. The findings show, from an argumentative perspective, a variety of issues explored by children in solving problems around building tasks. The task presented by the adult as a building activity represents something more for the participant children: for example, the children focus on the technical components to overcome possible obstacles, they refer to the collaboration with peers, to the possession of objects or to the utility of the working activities. As preschool children’s engineering work appears as a complex activity, the present study highlights the value of analyzing the issues that are discussed by preschool children during building activities.
{"title":"What is the task about? Exploring the issues discussed by preschool children in engineering activities at kindergarten","authors":"Josephine Convertini","doi":"10.26220/REV.3494","DOIUrl":"https://doi.org/10.26220/REV.3494","url":null,"abstract":"Problem solving tasks are one of the topics of investigation within the field of STEM and educational engineering involving children. However, young children have received much more little attention. Accordingly, this paper explores the issues discussed by preschool children during engineering activities. We focus on the issues participants discuss during three building problem solving proposed to preschool children at a kindergarten. The activities were audio-video recorded and the argumentative discussions were identified and transcribed. The argumentative analysis focused on different elements, such as the issuesoccurring in each argumentative episode, the standpoints, the arguments, and the argumentative structure. In particular, to explore the issues and their role in problem solving activities, three illustrative cases are presented. The findings show, from an argumentative perspective, a variety of issues explored by children in solving problems around building tasks. The task presented by the adult as a building activity represents something more for the participant children: for example, the children focus on the technical components to overcome possible obstacles, they refer to the collaboration with peers, to the possession of objects or to the utility of the working activities. As preschool children’s engineering work appears as a complex activity, the present study highlights the value of analyzing the issues that are discussed by preschool children during building activities.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"14 1","pages":"85-104"},"PeriodicalIF":0.0,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49016646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
By taking a cultural-historical perspective, the present case study put participatory pedagogies into practice for early mathematical learning and sought to delve into children’s emerging mathematising and the teacher’s role who attentively follows children’s initiatives. Drawing on a series of selected critical incidents that evolved as the children of a kindergarten classroom engaged with the investigation of linear measuring tools, we analysed both children’s mathematising processes and teacher’s responsive and mediational acts aiming to promote young learners’ mathematical thinking. With respect to children, the analysis demonstrated how through a series of ongoing mathematising processes, they elaborated and gradually developed key measurement concepts. Regarding the teacher's role, it was found that children’s emerging mathematising was supported by five lines of action enacted by her: (a) documenting thoroughly children’s actions, (b) posing challenging or clarifying questions, (c) introducing activities to the plenary as a response to children’s actions, (d) motivating children to ask their classmates for help, and (e) creating connections between children’s funds of knowledge and key mathematical ideas.
{"title":"‘We make stories one meter long’: children’s participation and meaningful mathematical learning in Early Childhood Education","authors":"M. Papandreou, Zoe Konstantinidou","doi":"10.26220/REV.3511","DOIUrl":"https://doi.org/10.26220/REV.3511","url":null,"abstract":"By taking a cultural-historical perspective, the present case study put participatory pedagogies into practice for early mathematical learning and sought to delve into children’s emerging mathematising and the teacher’s role who attentively follows children’s initiatives. Drawing on a series of selected critical incidents that evolved as the children of a kindergarten classroom engaged with the investigation of linear measuring tools, we analysed both children’s mathematising processes and teacher’s responsive and mediational acts aiming to promote young learners’ mathematical thinking. With respect to children, the analysis demonstrated how through a series of ongoing mathematising processes, they elaborated and gradually developed key measurement concepts. Regarding the teacher's role, it was found that children’s emerging mathematising was supported by five lines of action enacted by her: (a) documenting thoroughly children’s actions, (b) posing challenging or clarifying questions, (c) introducing activities to the plenary as a response to children’s actions, (d) motivating children to ask their classmates for help, and (e) creating connections between children’s funds of knowledge and key mathematical ideas.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44269746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Laetitia Dragone, Gaëtan Temperman, Bruno De Lièvre
This research focuses on the two main registers of semiotic representations in direct proportionality. Based on the theory of registers of semiotic representation, we examine the effects of tabular and graphical registers in solving problems of direct proportionality. We hypothesize that mobilized registers will have an impact on the performance of our learners. Using a factorial design, our study of ninety-two learners in the second year of secondary school (13-14 years old) evaluates the implementation of four pedagogical scenarios characterized by an identical discovery task, but mobilizing different semiotic registers.
{"title":"Effects of the association of registers of semiotic representation on the resolution of problems of direct proportionality","authors":"Laetitia Dragone, Gaëtan Temperman, Bruno De Lièvre","doi":"10.26220/REV.3347","DOIUrl":"https://doi.org/10.26220/REV.3347","url":null,"abstract":"This research focuses on the two main registers of semiotic representations in direct proportionality. Based on the theory of registers of semiotic representation, we examine the effects of tabular and graphical registers in solving problems of direct proportionality. We hypothesize that mobilized registers will have an impact on the performance of our learners. Using a factorial design, our study of ninety-two learners in the second year of secondary school (13-14 years old) evaluates the implementation of four pedagogical scenarios characterized by an identical discovery task, but mobilizing different semiotic registers.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"14 1","pages":"89-111"},"PeriodicalIF":0.0,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45309403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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