The pedagogic role of the arts and digital media in the practice of the Ontario mathematics curriculum
Tipo de documento
Autores
Lista de autores
Rodrigues, Ricardo
Resumen
I have investigated interfaces about the arts and digital media in mathematics education, conceptualizing the notion of digital mathematical performance (DMP). In this article, I discuss connections between: (a) the mathematical strands and processes of the K-8 Ontario Mathematics curriculum in Canada, and; (b) DMP produced by students. Based on the analysis of twenty-two DMP, I argue that DMP may offer ways to: (1) explore most of the mathematical processes of the Ontario curriculum, and; (2) open windows into the exploration of math contents. I highlight the educational significance in practicing DMP as an innovative process that integrates multimodality, playfulness, and creativity. In contrast, I have found that the production of DMP does not guarantee the in-depth connection between the math strands and processes of the curriculum. Generally, students explored contents about Geometry, which is not surprising, regarding the visual nature of both: geometrical and digital media representations.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Currículo | Desde disciplinas académicas | Estudio de casos | Geometría | Informáticos (recursos centro)
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Volumen
29
Número
53
Rango páginas (artículo)
1043-1065
ISSN
19804415
Referencias
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