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ERIC Number: EJ1256574
Record Type: Journal
Publication Date: 2020-Jun
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1571-0068
Towards a Materialist Vision of 'Learning as Making': The Case of 3D Printing Pens in School Mathematics
Ng, Oi-Lam; Ferrara, Francesca
International Journal of Science and Mathematics Education, v18 n5 p925-944 Jun 2020
In this paper, we build on a previously developed notion of 'learning as Making' to examine mathematics thinking and learning in a highly transformative and technological Making environment: one that involves a handheld 3D printing technology which enables 3D models to be created instantly via one's moving hand. In particular, we present two examples of Maker-centred lessons for teaching and learning of primary mathematics. In these lessons, the students actively constructed artefacts with 3D Printing Pens while engaging in inquiry-based learning activities, where the target concepts were properties of prisms and cross-sections at the primary 5 (age 10-11) and primary 6 (age 11-12) levels respectively. We use diffractive analysis to capture the fine details in students' body-material interactions while engaging in the tasks with or without the 3D Printing Pens during the lessons. Through the lens of Making as a material act of creation and seeking to update Papert's constructionist view of learning, we propose to rethink Making in school mathematics according to a four-fold characterisation: "Making is co-constructing meanings," "Making is mathematising," "Making is assembling with technology" and "Making is inventing." We discuss our contribution towards advancing a materialist perspective of learning mathematics and implications for a 'learning as Making' pedagogy and curriculum.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A