Pedagogical Interactive Mathematics Visualisation
| Reference number | |
| Coordinator | INTERACTIVE INSTITUTE SWEDISH ICT AB - Norrköping |
| Funding from Vinnova | SEK 906 000 |
| Project duration | November 2015 - December 2016 |
| Status | Completed |
Important results from the project
Through a collaborative process involving teachers, pupils, programmers and designers we have created an online Visions Catalog of ideas and prototypes of how interactive visualisation can support math learning in middle school. These Visions were not intended as verified solutions, though several were tested, but rather to provoke discussions among education stakeholders. Our research raises the importance and practical considerations of how to involve teachers in the design of interactive visualisation, as well as its potential and limitations in math learning.
Expected long term effects
Testing a prototype showed promise: flexibility in a teacher-led group lesson, discussion in pairs, and individual problem solving; allowing pupils to make mistakes, formulate hypotheses about visual explanations; helped a pupil understand how decimals and fractions relate; applied by pupil to solve a problem. Interactive visualisation can address mathematical misconceptions by providing alternative mental models. However, visualisations require explanation and several alternative visual metaphors may be required.
Approach and implementation
Applying theories in visualisation, cognitive science, interaction and participatory design, a key value from this project was our process in forming fruitful collaborations between IT design development, educators and pupils. From a practical standpoint, the biggest obstacle is in accessing teachers´ time, requiring their school´s support. It is crucial that teachers are empowered to take part in this process. ´In neglecting or ignoring teachers´ perspectives, policymakers few significant changes will occur in daily lessons.´ (L. Cuban)