Towards a multimedia tool for numeracy education
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Transcript of Towards a multimedia tool for numeracy education
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Towards a multimedia
tool for numeracy education
Kees HooglandAPS- National Center for School Improvement
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Introduction Former jobs
mathematics teacher, textbook author, teacher trainer, journal editor
Current job (International) consultant on numeracy, mathematics and
arithmetic, specialized in implementation projects Researcher on numeracy and designer of multimedia
learning tools
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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
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What design principles to use?
Kees HooglandAPS- National Center for School Improvement
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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
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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.”
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iceberg metaphor
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Gecijferdheid in beeldImages of Numeracy
People 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
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Research base:- my own research
- existing literature
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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.
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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.
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A demo
www.educonet.nl on-line
Intraquest off-line
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Interested in …?- the paper- the hand outs of the presentation- how to order the booklet ‘Gecijferdheid in beeld’
(‘Images of Numeracy’)
Or visit the website
www.gecijferdheid.nlor
www.mathematical-literacy.eu