Learning to Transform, Transforming to Learn: Children’s Creative Thinking with Fractions

Journal of Humanistic Mathematics

article

Dominguez, Higinio¹  Crespo, Sandra²  del Valle, Tamara³  Adams, Melissa⁴  Coupe, Megan⁵  Gonzalez, Gustavo⁶  Ormazabal, Yordhan⁷ 

[1] Michigan State University;Teacher Preparation Program, College of Education, Michigan State University;Universidad Metropolitana de Ciencias de la Educaci´on;The Ohio State University;Sunset Valley Elementary School;Universidad Cat´olica Silva Henr´ıquez;Corporaci´on Educacional Albert Schweitzer

关键词: transformative learning;    fractions;    bilingual students;   

DOI  :  10.5642/jhummath.202002.06

学科分类：社会科学、人文和艺术（综合）

来源: Claremont Center for the Mathematical Sciences

【 摘 要 】

In this paper we contribute an alternative conceptualization of creativity by highlighting movement as creating spatial and temporal dimensions that are important to make sense of creativity in children mathematical thinking. Using data from an international collaboration between two teaching-research teams from the United States and Chile, we trace how children mobilized their social bodies, materials, tools, images, metaphors, languages, and improvisations in order to make sense of the concept of fractions. Based on these findings we offer a number of discussion points that highlight the importance of creating these kinds of learning spaces, the role of tasks in promoting different kinds of movement, and implications for thinking about alternative conceptualization and operationalization of creativity as responding to issues of cultural and linguistic diversity and inclusivity.

【 授权许可】

CC BY-NC-ND