Designing Digital Windows into Mathematics
George Gadanidis, Faculty of Education, University of Western Ontario, Canada ; Rick Jardine, Kamran Sedig, Faculty of Science, University of Western Ontario, Canada
EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In this paper we discuss the design goals of a set of Digital Windows into Mathematics (DWMs) that we are in the process of developing. Our goal is to create DWMs whose multimedia-rich content will challenge and disrupt typical assumptions about what mathematics is and what it means to do and learn mathematics. For example: mathematics is a cold science – rather than an aesthetic, human experience (Gadanidis & Hoogland 2003); mathematics is about learning procedures for getting correct answers – rather than attending to and gaining insights about the complexity of mathematical ideas (Gadanidis 2004); a good teacher or educational software should make learning easy – rather than create situations where students have to think hard (Jonassen 2000; Sedig, Klawe, Westrom 2001); and, teaching should start with what a student already knows and understands – rather than also with what a child can imagine (Egan 1997). The DWMs will depict mathematics as an aesthetic and complex human experience that requires higher-level thinking and imagination.
Gadanidis, G., Jardine, R. & Sedig, K. (2007). Designing Digital Windows into Mathematics. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3532-3537). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)