There has been substantial research undertaken on the integration of computational thinking (CT) ... more There has been substantial research undertaken on the integration of computational thinking (CT) in K-12 mathematics education in recent years, particularly since 2018 when relevant systematic reviews were conducted on the topic. Many empirical studies in this area have yet to elaborate clearly and explicitly on how CT may support mathematics learning, or otherwise, in CT-based mathematics activities. Addressing this research gap, we conducted a systematic review on the integration of CT in K-12 mathematics education with a focus on CT-based mathematics instruction and students learning under such instruction. The Web of Science database was searched for in terms of studies published from 2006 to 2021, from which 24 articles were selected to provide illustrations of CT-based mathematics instruction and related student learning, and they were further analyzed according to education levels and contexts, programming tools, learning outcomes in CT and mathematics, and the mutual relatio...
Creativity, one of the cornerstones of students’ 21st-century skills, is regarded as an important... more Creativity, one of the cornerstones of students’ 21st-century skills, is regarded as an important learning outcome of science, technology, engineering, arts, and mathematics (STEAM) education. Meanwhile, problem-based digital making (DM), which combines the child-friendly programming activities of DM with problem-solving elements, is an emerging instructional design to facilitate STEAM learning. This qualitative case study examines the implementation of a problem-based DM instructional program that used the block-based programming tool Scratch to cultivate the participants’ creativity. Fifty-four middle school students (aged 10–14 years) in Hong Kong participated in the program, which totaled 10 contact hours over five consecutive weeks. Through triangulating students’ DM artifacts, video recordings, field notes, and interviews, the researchers characterized the students’ creative expression, examined the role of problem-based DM in encouraging creative work, and investigated the us...
This paper reports on a mixed-methods, design-based study conducted with five classes of Primary ... more This paper reports on a mixed-methods, design-based study conducted with five classes of Primary 6 (age 11-12 years) students learning the properties of 3D solids. The researcher and participating teachers designed mathematics lessons that integrated the hands-on construction of artifacts (i.e., making) with a class set of 3D printing pens to introduce various properties of prisms and pyramids in two primary schools in Hong Kong. Quantitative results show that the designed learning activities with 3D printing technology greatly supported student learning on all questions related to working with vertices (0D), edges (1D), and faces (2D). Qualitatively, one researcher observed that the students produced hand movements and language that were conducive to learning the properties of 3D solids while they interacted with 3D printing pens. This study draws attention to the unity of mind-body and body-tool interactions in the act of making something (i.e., mathematics learning as embodied making).
Creativity, one of the cornerstones of students' 21st-century skills, is regarded as an important... more Creativity, one of the cornerstones of students' 21st-century skills, is regarded as an important learning outcome of science, technology, engineering, arts, and mathematics (STEAM) education. Meanwhile, problem-based digital making (DM), which combines the child-friendly programming activities of DM with problem-solving elements, is an emerging instructional design to facilitate STEAM learning. This qualitative case study examines the implementation of a problem-based DM instructional program that used the block-based programming tool Scratch to cultivate the participants' creativity. Fiftyfour middle school students (aged 10-14 years) in Hong Kong participated in the program, which totaled 10 contact hours over five consecutive weeks. Through triangulating students' DM artifacts, video recordings, field notes, and interviews, the researchers characterized the students' creative expression, examined the role of problem-based DM in encouraging creative work, and investigated the use of Scratch
This paper reports on a mixed-methods, design-based study conducted with five classes of Primary ... more This paper reports on a mixed-methods, design-based study conducted with five classes of Primary 6 (age 11-12 years) students learning the properties of 3D solids. The researcher and participating teachers designed mathematics lessons that integrated the hands-on construction of artifacts (i.e., making) with a class set of 3D printing pens to introduce various properties of prisms and pyramids in two primary schools in Hong Kong. Quantitative results show that the designed learning activities with 3D printing technology greatly supported student learning on all questions related to working with vertices (0D), edges (1D), and faces (2D). Qualitatively, one researcher observed that the students produced hand movements and language that were conducive to learning the properties of 3D solids while they interacted with 3D printing pens. This study draws attention to the unity of mind-body and body-tool interactions in the act of making something (i.e., mathematics learning as embodied making).
A study of what and how university mathematics curriculum for prospective teachers and STEM gradu... more A study of what and how university mathematics curriculum for prospective teachers and STEM graduates emerges in local contexts, in a globally connected world.
This research compares the effects of two classroom-based technology-enhanced teaching interventi... more This research compares the effects of two classroom-based technology-enhanced teaching interventions, conducted in two schools in sixth (age 11-12) grade. In one school, the intervention involves the use of a class set of 3D Printing Pens, and in another school the use of dynamic geometry environments, for inquiry-based learning of three-dimensional geometry.<br><br><br>
There has been substantial research undertaken on the integration of computational thinking (CT) ... more There has been substantial research undertaken on the integration of computational thinking (CT) in K-12 mathematics education in recent years, particularly since 2018 when relevant systematic reviews were conducted on the topic. Many empirical studies in this area have yet to elaborate clearly and explicitly on how CT may support mathematics learning, or otherwise, in CT-based mathematics activities. Addressing this research gap, we conducted a systematic review on the integration of CT in K-12 mathematics education with a focus on CT-based mathematics instruction and students learning under such instruction. The Web of Science database was searched for in terms of studies published from 2006 to 2021, from which 24 articles were selected to provide illustrations of CT-based mathematics instruction and related student learning, and they were further analyzed according to education levels and contexts, programming tools, learning outcomes in CT and mathematics, and the mutual relatio...
Creativity, one of the cornerstones of students’ 21st-century skills, is regarded as an important... more Creativity, one of the cornerstones of students’ 21st-century skills, is regarded as an important learning outcome of science, technology, engineering, arts, and mathematics (STEAM) education. Meanwhile, problem-based digital making (DM), which combines the child-friendly programming activities of DM with problem-solving elements, is an emerging instructional design to facilitate STEAM learning. This qualitative case study examines the implementation of a problem-based DM instructional program that used the block-based programming tool Scratch to cultivate the participants’ creativity. Fifty-four middle school students (aged 10–14 years) in Hong Kong participated in the program, which totaled 10 contact hours over five consecutive weeks. Through triangulating students’ DM artifacts, video recordings, field notes, and interviews, the researchers characterized the students’ creative expression, examined the role of problem-based DM in encouraging creative work, and investigated the us...
This paper reports on a mixed-methods, design-based study conducted with five classes of Primary ... more This paper reports on a mixed-methods, design-based study conducted with five classes of Primary 6 (age 11-12 years) students learning the properties of 3D solids. The researcher and participating teachers designed mathematics lessons that integrated the hands-on construction of artifacts (i.e., making) with a class set of 3D printing pens to introduce various properties of prisms and pyramids in two primary schools in Hong Kong. Quantitative results show that the designed learning activities with 3D printing technology greatly supported student learning on all questions related to working with vertices (0D), edges (1D), and faces (2D). Qualitatively, one researcher observed that the students produced hand movements and language that were conducive to learning the properties of 3D solids while they interacted with 3D printing pens. This study draws attention to the unity of mind-body and body-tool interactions in the act of making something (i.e., mathematics learning as embodied making).
Creativity, one of the cornerstones of students' 21st-century skills, is regarded as an important... more Creativity, one of the cornerstones of students' 21st-century skills, is regarded as an important learning outcome of science, technology, engineering, arts, and mathematics (STEAM) education. Meanwhile, problem-based digital making (DM), which combines the child-friendly programming activities of DM with problem-solving elements, is an emerging instructional design to facilitate STEAM learning. This qualitative case study examines the implementation of a problem-based DM instructional program that used the block-based programming tool Scratch to cultivate the participants' creativity. Fiftyfour middle school students (aged 10-14 years) in Hong Kong participated in the program, which totaled 10 contact hours over five consecutive weeks. Through triangulating students' DM artifacts, video recordings, field notes, and interviews, the researchers characterized the students' creative expression, examined the role of problem-based DM in encouraging creative work, and investigated the use of Scratch
This paper reports on a mixed-methods, design-based study conducted with five classes of Primary ... more This paper reports on a mixed-methods, design-based study conducted with five classes of Primary 6 (age 11-12 years) students learning the properties of 3D solids. The researcher and participating teachers designed mathematics lessons that integrated the hands-on construction of artifacts (i.e., making) with a class set of 3D printing pens to introduce various properties of prisms and pyramids in two primary schools in Hong Kong. Quantitative results show that the designed learning activities with 3D printing technology greatly supported student learning on all questions related to working with vertices (0D), edges (1D), and faces (2D). Qualitatively, one researcher observed that the students produced hand movements and language that were conducive to learning the properties of 3D solids while they interacted with 3D printing pens. This study draws attention to the unity of mind-body and body-tool interactions in the act of making something (i.e., mathematics learning as embodied making).
A study of what and how university mathematics curriculum for prospective teachers and STEM gradu... more A study of what and how university mathematics curriculum for prospective teachers and STEM graduates emerges in local contexts, in a globally connected world.
This research compares the effects of two classroom-based technology-enhanced teaching interventi... more This research compares the effects of two classroom-based technology-enhanced teaching interventions, conducted in two schools in sixth (age 11-12) grade. In one school, the intervention involves the use of a class set of 3D Printing Pens, and in another school the use of dynamic geometry environments, for inquiry-based learning of three-dimensional geometry.<br><br><br>
How "fundamental" is the Fundamental Theorem of Calculus, and what does it really mean? In this s... more How "fundamental" is the Fundamental Theorem of Calculus, and what does it really mean? In this session, I discuss a teaching approach that has helped students learn the FTC visually, conceptually and enthusiastically with the use of Dynamic Geometry. This session will challenge you to reflect upon the teaching and learning of functions, pre-calculus and calculus in engaging and "dynamic" ways.
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