How is students’ participation in a problem-solving project reflected in their drawings of a mathematics classroom?

The mathematics teaching young students encounter not only affects the mathematics they are given the opportunity to learn but also their view of what mathematics is, how mathematics is taught and how they view their ability to learn mathematics. In this paper, an Educational Design Research study o...

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Published in:LUMAT Vol. 9; no. 2
Main Authors: Ebbelind, Andreas, Palmér, Hanna, van Bommel, Jorryt
Format: Journal Article
Language:English
Published: 2024
Subjects:
educational design research
Matematikdidaktik
mathematical classroom
Mathematical Education
primary mathemat-ics
problem solving
ISSN:2323-7112, 2323-7112
Online Access:Get full text
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Abstract The mathematics teaching young students encounter not only affects the mathematics they are given the opportunity to learn but also their view of what mathematics is, how mathematics is taught and how they view their ability to learn mathematics. In this paper, an Educational Design Research study on problem solving and problem posing with Swedish six-year-olds will serve as an example. We elaborate on how students’ participation in education may affect their views of what it means to be taught and to learn mathematics. We do so by comparing drawings of mathematics classrooms made by students from eight classes, of which four attended the project. The results indicate a reform-oriented and more diverse view of content and form reflected in the drawings by the students participating in the intervention. 
AbstractList The mathematics teaching young students encounter not only affects the mathematics they are given the opportunity to learn but also their view of what mathematics is, how mathematics is taught and how they view their ability to learn mathematics. In this paper, an Educational Design Research study on problem solving and problem posing with Swedish six-year-olds will serve as an example. We elaborate on how students’ participation in education may affect their views of what it means to be taught and to learn mathematics. We do so by comparing drawings of mathematics classrooms made by students from eight classes, of which four attended the project. The results indicate a reform-oriented and more diverse view of content and form reflected in the drawings by the students participating in the intervention. 
Author Ebbelind, Andreas
van Bommel, Jorryt
Palmér, Hanna
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SubjectTerms educational design research
Matematikdidaktik
mathematical classroom
Mathematical Education
primary mathemat-ics
problem solving
Title How is students’ participation in a problem-solving project reflected in their drawings of a mathematics classroom?
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