A dynamic geometry model of the quilt problem helped an informal educator understand its spatial relations¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? After email explanation failed, a geometry-software model of the fabric and quilt was reported by the informal educator as very helpful for understanding the spatial relations. → Lili Zhou 2023

Evidence¶

Lili Zhou 2023¶

Lili Zhou. (2023). Humanizing Mathematics through Boundary Crossing Collaboration. Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2). https://eric.ed.gov/?id=ED658339

q1 · i? · qualitative · r2

Identification stage of the narrative inquiry; the informal educator's own report after the researcher built a geometry-software model. She "thought the visual model is very helpful for her to understand the spatial relations". Single participant's perception.

"Laura thought the visual model is very helpful for her to understand the spatial relations."

Discussion¶

Learner Variables¶

• Spatial Ability — outcome: instruction changes it
• Geometric Reasoning — outcome: instruction changes it

Related Claims¶

• In one narrative inquiry, boundary crossing collaboration between a mathematics education researcher and an informal educator created a space for a new understanding of mathematics as normal human practice — related
• When a real-life quilt problem was turned into a contextualized mathematics task, its context dropped out during solving and both designers judged it too school-like — related
• Spatial Training Improves Math Performance — a broader claim this one bears on
• Collaborative dynamic-geometry problem solving relies on coordinating math-content and social/collaborative resources — related