Social Creativity in the Design of Digital Resources Interweaving Math with Environmental Education (original) (raw)
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This study focuses on social creativity as manifested in the boundary crossing interactions that take place between educational professionals of diverse disciplinary backgrounds in the course of designing digital educational resources (called 'c-books', c for creative), aiming at fostering mathematical creativity. A socio-technical environment incorporating innovative technology for designing a new genre of authorable e-books (the C-book technology) has allowed designers to interact and communicate with boundary objects supporting the generation, refinement and appropriation of creative ideas, a process that culminated in the production of a c-book on ΄Climate change'. By exploring and supporting these processes, the study has given us important insights into collaborative design that draws on social aspects of creativity.
TEACHERS AS DESIGNERS OF DIGITAL EDUCATIONAL RESOURCES FOR CREATIVE MATHEMATICAL THINKING
This study addresses the process of teachers in collectives designing digital educational resources (called " c-books ") aiming to foster students' creative mathematical thinking. We investigate social creativity in this process by focusing on the boundary-crossing interactions taking place within a socio-technical environment constituted of teachers of diverse expertise interacting with each other and with the c-book technology. The analysis showed that during the design process of a c-book unit on Climate Change, the socio-technical environment allowed the communication and coordination of diverse perspectives and a meshing of narrative with dynamic constructionist artefacts-widgets designed to induce mathematical creativity.
SOCIAL CREATIVITY IN THE DESIGN OF DIGITAL RESOURCES TO AFFORD CREATIVE MATHEMATICAL THINKING
The M C Squared European FP7 project was about supporting social creativity in the design of resources ambitioning a new genre of mediation in mathematics education. The resources were e-books meshing narrative with dynamic and constructionist digital artefacts. The project generated four socio-technical environments, each involving a Community of Interest producing 64 very diverse c-books. Embedding mathematics in narratives with a constructionist interactive element is considered as an activity re-addressing teacher, learner and material identity in a context of critique of mathematics education paradigms tightly associated with conformity, accountability, austerity and revelatory approaches
Co-designing electronic books: boundary objects for social creativity
2014
The European ‘MC-squared’ project has a number of Communities of Interest’ (CoI) (Fischer, 2001) in European countries that work on digital, interactive, creative, mathematics textbooks, called cBooks. A community of interest consists of several stakeholders from various ‘Communities of Practice’ (Wenger, 1998). In this paper we outline the creation of an English CoI describing the development of a cBook on numbers and equivalence. We use a design-based research methodology approach for teachers, designers, researchers, teacher-educators jointly working on cBooks as ‘boundary objects’ (Akkerman & Bakker, 2011) to facilitate thinking about creative mathematical thinking and social creativity. We illustrate our design-based approach through the example artefacts created during the different stages of development of the cBooks. The details of our approach provide a blueprint for the formation of CoI’s by working on digital, interactive, creative, mathematics textbooks.
Creativity. Theories – Research - Applications
We approach creativity in educational design with teachers working together in interdisciplinary communities of practice to develop resources for teaching and learning about climate change in formal school settings. We address climate change as a socio-scientific ‘wicked problem’ and discuss the notion of creativity in educational design in a context of transformative intervention in education leading away from silo academic domain paradigms. We perceived the resources as boundary objects during the process of communication and joint design by the diverse community members. Our interest focused on studying the boundary crossing processes which facilitated creative ideas to come out, selected and transcribed into the actual resources designed. Critical episode analysis showed that boundary crossing mechanisms were employed in the interactions among the educational designers aided by and in interaction with digital media supporting collaboration. These socio-technical interactions fun...
Representations of creative mathematical thinking in collaborative designs of c-book units
The study presented here focuses on the representations of creative mathematical thinking (CMT) held by two Communities of Interest (CoI) before and after designing educational resources with an innovative tool affording diverse expressive media for creativity in classrooms. Our analysis revealed similarities but also distinct differences in the way these communities operationalized their CMT representations in their products. Both CoI (Greek and Spanish) appreciated the novel affordance of diverse expressive media to foster CMT in students through open, real life, interdisciplinary problems amenable to multiple solutions. However, the CMT affordances appreciated by the CoI members were distinctly different with respect to contextual factors involving personal and schooling issues as well as influences by the research culture of the two corresponding teams