Multiple Case Study of Implementation of Origami-Based Mathematics Lessons and Student Learning
Author(s):
Tugba Temiz (presenting / submitting)
Conference:
ECER 2013
Network:
03. Curriculum Innovation
Format:
Paper

Session Information

03 SES 07 JS, Curriculum & Mathematics Education: Creative Learning

Paper Session
Joint Session with NW 24

Time:
2013-09-11
17:15-18:45
Room:
D-405
Chair:
Birgit Pepin
Discussant:
Nienke M. Nieveen

Contribution

Origami can be used as an instructional tool beneficially in education in many ways (Boakes, 2008; Chen, 2006; Sze, 2005). While students fold in mathematics, they do not only use their hand to make folding the paper but also use their brains (Chen, 2006; Sze, 2005). With this motivation, there have been produced lessons combining mathematics with origami in the literature. These lessons are named as origami-mathematics lessons. These lessons can be explained as “teaching using an origami activity linking students’ knowledge and skill during the folding process and with the resultant origami figure” (Boakes, 2006, p.32). They also offer many opportunities such as behavioral and socio-emotional gains, mental development and mathematical skills for student learning (Tugrul & Kavici, 2002; Valentini, 2005).

In the constructivism, the recent philosophy of the last curriculum, the lessons are organized and topics are taught based on real life and technology. Therefore, origami-mathematics lessons are important due to their effects on student learning and development and the connection with real life as it was explained in many research in the literature. Furthermore, it can be claimed that teachers are big determinant of student learning (Fennema & Franke, 1992) and the quality of implementing these lessons since teachers filter the curriculum through the learners (Graham & Fennell, 2001). Their responsibility in the lessons is to guide student and teach them how to learn, study and construct their own knowledge. With this motivation, it was aimed to investigate the effect of the factor of teacher about the quality of origami-mathematics lessons. It was aimed to investigate the effect of mathematics teaching quality of origami-mathematics lessons on student learning. The purpose of the present study was to answer the following questions;

  1. What are the EMT’s views about student-learning outcomes in origami-mathematics lessons with respect to their constructivist-based teaching practices?
  2. Which kind of learning types of learning model of origami do EMT use in their origami-mathematics lessons effectively based on their constructivist-based teaching practices?

Method

The present study was conducted with respect to multiple case study design. Participant: There existed 6 voluntary participants who were elementary mathematics teachers at the beginning of the present study. Instruments: Reformed Teaching Observation Protocol (RTOP) was used as the instrument for the purpose of selecting participants and as a reference point for observations. Data Collection: EMT’s teaching processes were assessed by using the quantitative part of the RTOP. Their scores were grouped into three categories: low, medium and high. Also, in each group, one male and one female participant were selected in order to remove the effect of gender so there were six participants in the case study. Data used in this research were collected through semi-structured interviews and observations and field notes in order to obtain the rich and thick data. Data Analysis: Observation notes, field notes, and interview transcripts were compiled for within-case analysis and cross-case analysis. Sze’s (2005) six learning types of learning model of origami formed by Sze (2005) was accepted as the themes: hands-on learning, explicit instruction, higher order thinking, multimodal instruction, social learning and self-management-strategies. By using them, the research questions were answered in the study.

Expected Outcomes

In light of the findings, it can be stated that when the level of constructivist-based teaching practices of EMT increases, the types of learning increase due to what the teachers do in the lessons and how they implement their lessons. When the findings of all three groups are examined, it can be claimed that origami-based mathematics lessons are beneficial with respect to the teachers’ levels of constructivist-based teaching practice. In other words, the more successfully the teachers implement their lessons consistent with constructivist approach, the more learning types they can support their origami-based mathematics lessons and the higher mathematical thinking abilities students can attain with the help of origami-based mathematics lessons.

References

Boakes,N. J. (2008). Origami-mathematics lessons: Paper folding as a teaching tool. Mathitudes, 1(1), 1-9. Chen, K. (2006). Math in motion: origami math for students who are deaf and hard of hearing. Journal of Deaf Studies and Deaf Education, 11(2), 262-266. Fennema E & Franke ML 1992. Teachers’ knowledge and its impact. In: Grouws DA (ed .). Handbook of research on mathematics teaching and learning. New York: Macmillian/NCTM. Graham, J. K. & Fennell, F. S. (2001). Principles and Standards for School Mathematics and Teacher Education: Preparing and Empowering Teachers. School Science and Mathematics, 101 (6), 319-327. Sze, S. (2005). Constructivism and the ancient art of origami. Proceeding of the Academy of Creativity and Innovation, Memphis, 2(1), 5-9. Tuğrul, B., & Kavici, M. (2002). Kağıt katlama sanatı ve öğrenme. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1(11). Valentini, C., 2005, The Use of Origami in Primary EFL Teaching, http://www.lamaestra.it/origami/origami2.htm. [Accessed 28 March 2012].

Author Information

Tugba Temiz (presenting / submitting)
Yuzuncu Yil University, Turkey

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