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Gc 2007 09 29 Isdde Design Principles Gecijferd12
 

Gc 2007 09 29 Isdde Design Principles Gecijferd12

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Lecture at ISDDE conference, Cairns, Australia

Lecture at ISDDE conference, Cairns, Australia

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    Gc 2007 09 29 Isdde Design Principles Gecijferd12 Gc 2007 09 29 Isdde Design Principles Gecijferd12 Presentation Transcript

    • Gecijferd12 A multimedia tool for numeracy education Kees Hoogland APS- National Center for School Improvement
    • Fascination
      • How do people cope with the quantitative aspects of the world around us?
        • What do they think?
        • How do they think?
        • What is basic numeracy acting and thinking?
        • What is radical numeracy acting and thinking?
      Example 1 Example 2 Example 3
    • What design principles to use? Kees Hoogland APS- National Center for School Improvement
    • Ground rules for design principles in creating numeracy learning tools Be explicit on the definitions, metaphores and images of numeracy you use. Be explicit about the research base of your design principles ! ! ! !
    • Numeracy
      • Work definition : “ Numerical competency is the intertwined knowledge, skills and dispositions (attitudes) necessary to adequately and autonomously cope with the quantitative aspects of the world around us. ”
    • iceberg metaphor
    •  
    • Gecijferdheid in beeld Images of Numeracy P eople unavoidably have to deal with numbers, structures and patterns The quantitative side of the world around us requires a much richer and multifaceted repertoire This booklet aims to create richer and more colourful images of numeracy
    • Research base: - my own research - existing literature
    • Conclusions
      • Students show a much more sophisticated mathematical competence when they have an product at hand.
      • Students use gestures to support their mathematical reasoning.
      • Students use a very limited mathematical vocabulary.
      • Students use technical language regularly.
    • Design principles for our multimedia tool for numeracy education
      • Every problem is directly related to a real situation
      • The context of the problem is visualized in photographs or video clips
        • The context is NOT generated by text
      • Every problem must be imaginable as a real and relevant question
      • Answering the posed problem demands some numerate action
      • Building up complexity is in the complexity of the contexts and not in the complexity of the mathematical concepts.
    • A demo
      • www.educonet.nl on-line
      • Intraquest off-line
    • Interested in … ? [email_address] Or visit the website www.gecijferdheid.nl or www.mathematical-literacy.eu