03 SES 07 JS, Curriculum & Mathematics Education: Creative Learning
Joint Session with NW 24
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;
- What are the EMT’s views about student-learning outcomes in origami-mathematics lessons with respect to their constructivist-based teaching practices?
- 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?
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].
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