Conference proceeding
Cartoons in mathematics education research, teacher professional development, and in the mathematics classroom writing
Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022, Vol.1: Plenary Lectures, Plenary Panel, Research Forums, Working Groups, Seminar, National Presentation, pp.219-220
45th Conference of the International Group for the Psychology of Mathematics Education, 45th (Alicante, Spain, 18/07/2022–22/07/2022)
2022
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Abstract
Representations of profession-related requirement contexts (e.g. Buchbinder & Kuntze, 2018), such as classroom situations, have a great potential: they can function, for instance, as a starting point for pre-service teachers to analyse and reflect on particular classroom situations, or to develop ideas on how to provide help to students in a specific situation. Profession-related requirement contexts can be represented by means of different formats; frequently used formats are texts, videos, and cartoons. As discussed elsewhere (e.g. Friesen & Kuntze, 2016), different formats have individual advantages and disadvantages. The cartoon format, however, combines advantages and avoids many disadvantages of other formats: cartoons, for instance, can relatively easily be varied in systematic ways. Further, they allow to reduce the complexity of profession-related situations and to focus on particular aspects, while still providing a high level of authenticity (Friesen & Kuntze, 2016). Cartoons therefore open up a variety of possibilities for research in mathematics education as well as for teacher professional development: for instance, cartoons representing actions of teachers in specific situations (e.g. when a student makes a mistake) can be used to elicit and challenge beliefs of (pre-service) teachers (e.g. Skilling et al., 2021); a stimulus to reflect on alternatives; or to imagine responding to potential teaching situations. Beyond this, cartoons can also provide various opportunities for students’ learning in the mathematics classroom and for corresponding research: when students reflect on situations in which other learners are represented, for instance, cartoons can stimulate metacognitive reasoning (Mevarech, Verschaffel, & de Corte, 2018), e.g. with a focus on strategies for problem solving or on students’ mathematical argumentation.
Details
- Title
- Cartoons in mathematics education research, teacher professional development, and in the mathematics classroom writing
- Creators
- Jens Krummenauer - Ludwigsburg University of EducationSebastian Kuntze - Ludwigsburg University of EducationMarita Friesen - FUEKaren Skilling - University of OxfordLibuše Samková - University of South Bohemia in České BudějoviceCeneida Fernández - University of AlicantePedro Ivars - University of AlicanteSalvador Llinares - University of Alicante
- Publication Details
- Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022, Vol.1: Plenary Lectures, Plenary Panel, Research Forums, Working Groups, Seminar, National Presentation, pp.219-220
- Conference
- 45th Conference of the International Group for the Psychology of Mathematics Education, 45th (Alicante, Spain, 18/07/2022–22/07/2022)
- Publisher
- International Group For The Psychology of Mathematics Education
- Grant note
- The project coReflect@maths (2019-1-DE01-KA203-004947) is co-funded by the EU Erasmus+ Programme.
- Identifiers
- 991013351872502368
- Copyright
- © 2022 left to authors. All rights reserved
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Conference proceeding