PowerPoint-presentatie

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Towards a multimedia tool for numeracy education
Kees Hoogland APS- National Center for School
Improvement
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Introduction

• Former jobs
• mathematics teacher, textbook author, teacher
  trainer, journal editor
• Current job
• (International) consultant on numeracy,
  mathematics and arithmetic, specialized in
  implementation projects
• Researcher on numeracy and designer of multimedia
  learning tools

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Fascination

• How do people cope with the quantitative aspects
  of the world around us?
• What do they think?
• How do they think?
• What is basic numeracy acting and thinking?
• What is radical numeracy acting and thinking?

Example 1 Example 2
Example 3
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What design principles to use?
Kees Hoogland APS- National Center for School
Improvement
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Ground rules for design principles in creating
numeracy learning tools Be explicit on the
definitions, metaphores and images of numeracy
you use. Be explicit about the research base of
your design principles
! !
! !
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Numeracy

• Work definition Numerical competency is the
  intertwined knowledge, skills and dispositions
  (attitudes) necessary to adequately and
  autonomously cope with the quantitative aspects
  of the world around us.

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iceberg metaphor
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Gecijferdheid in beeldImages of Numeracy

• People unavoidably have to deal with numbers,
  structures and patterns
• The quantitative side of the world around us
  requires a much richer and multifaceted
  repertoire
• This booklet aims to create richer and more
  colourful images of numeracy

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Research base- my own research
- existing literature
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Conclusions

• Students show a much more sophisticated
  mathematical competence when they have an product
  at hand.
• Students use gestures to support their
  mathematical reasoning.
• Students use a very limited mathematical
  vocabulary.
• Students use technical language regularly.

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Design principles for our multimedia tool for
numeracy education

• Every problem is directly related to a real
  situation
• The context of the problem is visualized in
  photographs or video clips
• The context is NOT generated by text
• Every problem must be imaginable as a real and
  relevant question
• Answering the posed problem demands some numerate
  action
• Building up complexity is in the complexity of
  the contexts and not in the complexity of the
  mathematical concepts.

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A demo

• www.educonet.nl on-line
• Intraquest off-line

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Interested in ?

• - the paper
• the hand outs of the presentation
• how to order the booklet Gecijferdheid in
  beeld (Images of Numeracy)
• K.Hoogland_at_aps.nl
• Or visit the website
• www.gecijferdheid.nl
• or
• www.mathematical-literacy.eu