Co-Developing Mathematics Tasks from an Informal Educator's Everyday Problem¶

Strategy · All strategies
Evidence · no claims cited

Description¶

A task-development route the article illustrates with the Quilt Problem, showing "informal educators as curriculum developers who capture emerging learning opportunities from everyday practice and teaching practice". An informal educator's real problem (resizing a quilt) is modelled with a mathematics educator, turned into a task, reflected on together, and then transformed into an integrated project, tracing the four boundary crossing mechanisms.

Design Implications¶

Context¶

Requirements¶

• Identification: the informal educator brings a real-life problem and the mathematics educator models it, here with geometry software.
• Coordination: both recognize mathematics in the problem and co-write a task; the researcher tried it with pre-service teachers and colleagues to collect feedback.
• Reflection: both reflect on the task.
• Transformation: the task is expanded into a project integrating art, cultural and real-life elements with geometry, technology and algebra.

Constraints¶

• The article presents one collaboration, with the author focusing only on boundary crossing at the interpersonal and intrapersonal levels.

Target Learners¶

• Informal educators and mathematics educators collaborating on curriculum
• Pre-service teachers

Target Learning Goals¶

• Designing mathematics tasks grounded in everyday practice

Affordances¶

• Boundary Crossing Learning

Related Strategies¶

• Boundary Crossing Learning

Examples¶

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Key Sources¶

• 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