• Dr. Christian Bokhove

• From 1998-2012 teacher maths, computer science, head of ICT secondary school NL

• National projects maths+ict at Freudenthal Instituut, Utrecht University

• Lecturer at University of Southampton

– Maths education– Technology use– Large-scale assessment

In England more and more people are looking towards Asia because of their excellent scores on international maths assessments like TIMSS and PISA. It, however, is not easy to unpick ‘what works’ and ‘what doesn’t work’. This seminar draws from previous research and the current ‘enGasia’ project to:

Rationale• enGasia project, studying geometry education in

international perspective

• Differences in curricula between countries

• Existing international comparisons like TIMSS and PISA

• Recently published paper ‘Opportunity to Learn’

Internal comparisons: IEA & OECD“The International Association for the Evaluation of Educational Achievement (IEA) is an independent, international cooperative of national research institutions and governmental research agencies. It conducts large-scale comparative studies of educational achievement and other aspects of education.”

“The mission of the Organisation for Economic Co-operation and Development (OECD) is to promote policies that will improve the economic and social well-being of people around the world.”

TIMSS 2011 results

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SES and achievement (TIMSS)

Country SES MATHS SE GEOM SEHong Kong, SAR 9.83 585.6 3.8 597.4 4.3Japan 10.75 569.8 2.6 585.8 3.5England 10.71 506.8 5.5 497.9 5.7

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Country mean content coverage (TIMSS)

Country

OTL_content_coverage

ccNumber

ccAlgebra

ccGeometry

ccData

Hong Kong, SAR 81.48 99.11 85.86 79.86 61.08Japan 89.37 98.58 91.29 93.13 74.47England 82.81 96.33 73.64 76.67 84.59

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Country curriculum coverage (TIMSS)

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CountrycNumber

cAlgebra

cGeometry cData cAll

Hong Kong, SAR 1 0.8 0.67 0.33 0.7Japan 1 1 1 1 1England 1 0.8 1 1 0.95

Mathematics instructional time

Teachers prepared for geometry?

TIMSS 2011 ICT use

Types of technology(Not official taxonomy ;-)• Exploratory tools

• One-way, two-way

• Practice tools

• Feedback

I’m going to say a bit more on:

• Previous research with the Digital Mathematics Environment

• Interactive e-textbooks?

• International Conference on Mathematics Textbook Research and Development 2014. Strand on e-Textbooks and technology. From Prof. Yerushalmy’s talk

Examples• Apple iBooks

• Great looks

• Limited interaction

• Limited studentmanagementoptions

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Integrated in c-books

Aims• Design and develop a new genre of authorable e-book, which

we call 'the c-book' (c for creative)– Creative Mathematical Thinking (CMT)

• Initiate a ‘Community of Interest’ (CoI) (Fischer, 2001)– A community of interest consists of several stakeholders

from various ‘Communities of Practice’ (Wenger, 1998).– England, Spain, Greece, France– Within these teachers who co-design and use resources

for teaching, can contribute to their own professional development (e.g., Jaworski, 2006).

– Social Creativity, Boundary objects• UK CoI: learning analytics

The environment stores student work.

Separate ‘schools’ can have several classes.

This is the ‘edit’ mode of the environment : this c-

book is about planets

c-books can have several pages: each circle

indicates a page. Other options are available as

well

C-book pages can have random elements, like

random values.

Pages consist of ‘widgets’, which can range from simple

text to simulations (here: Cinderella). Some widgets can

give automatic feedback.

The MC-squared project aims aims to design and develop a new genre of creative, authorable e-book, which the project

calls 'the c-book

http://www.mc2-project.eu

The project aims to harness the structure of a CoI to stimulate social creativity (SC) and creative mathematical thinking (CMT). In the UK CoI we are treating CMT in problem-posing and solving as entailing the indicators fluency, flexibility, originality, elaboration, and usefulness (Silver, 1997).

Store student results, and use these as a teacher to study misconceptions and for starting classroom discussions

students

Authorable

Feedback

HTML5 player

Also geometry (more later…)

Technology-added value of the c-books• Creative and interactive activities made by designers

(creative process authoring)

• Collaboration within CoI between designers, teachers and computer scientists. Feeds into DA component (see later section)

• Interactivity: feedback design

• More than one widget factories used

• All student data stored

• Sum is more than the parts…

Digital Mathematics EnvironmentJAVA/HTML5 disclaimer

•Demo: http://app.dwo.nl/en/teacher/ login as guest

•Secondary education

– Algebra, Geometry, Statistics, Number•Undergraduate

•DME widget list

Environments• MC-squared environment

– This is where we will do most of the work– After that it will be transferred to the DME

• enGasia DME environment

• Chinese and Japanese DME versions

– might have to be done offline with notepad

enGasia project1. Compare geometry education in England, Japan

and Hong Kong → some shown now.

2. two digital resources (electronic books) will be designed. They are then implemented in classrooms in those countries → technology shown, now demo.

3. The methodology will include a more qualitative approach based on lesson observations and a quasi-experimental element.

The design process• Multiple widgets

• Some work ‘in the backend’ (e.g. feedback)

This could be a geogebra widget but perhaps not necessary. More important is feedback.

I replicated the image in geogebra (points are fixed, they could be ‘free’). Also feedback plus layout.

Demo

Try out geometry booksDESKTOP: http://is.gd/mc2dme

•Transformations

•Meaningful lines

TABLET: http://is.gd/mc2tablet(UNDER DEVELOPMENT)

•Transformations

•Meaningful lines

Author your own• If you want you can try and make your own book

Thank you• Questions/comments?

• More information:

C.Bokhove@soton.ac.uk

• http:/blog.soton.ac.uk/engasia

• Twitter: @cbokhove

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