Article Sidebar

Download
PDF
Statistic
Read Counter : 750 Download : 193

Downloads

Download data is not yet available.

Main Article Content

Abstract

Many students do not experience usefulness in mathematics. To address this problem, we offered them a mathematical tool, Sankey diagrams, which is a flow chart appearing in news media to visualize social, industrial or environmental processes. We carried out an Educational Design Research (EDR) to develop and evaluate lesson materials about contextualized Sankey diagrams. We tested these materials with a class of grade 8 students and evaluated these on the feasibility of students’ appropriation of the diagrams. In the lesson, we observed how students were able to read the Sankey diagrams, liked the societal processes visualized, yet did not fully grasp their mathematical properties. However, weeks later, the same students skillfully used Sankey diagrams in an unrelated project, which showed they needed time for their learning. Our contributions are that (1) grade 8 students can appropriate Sankey diagrams and use these in situations relevant to them, (2) design researchers should consider long-term learning effects beyond the experimental phase in EDR. We recommend educational designers to innovate curricula and introduce diagrams from news media to make students experience usefulness in school content.

Keywords

Appropriation Educational Design Research Sankey Diagram Socio-Cultural Theory Usefulness

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Vos, P., & Frejd, P. (2022). Grade 8 students appropriating Sankey diagrams: The first cycle in an educational design research. Journal on Mathematics Education, 13(2), 289–306. https://doi.org/10.22342/jme.v13i2.pp289-306
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Andreassen, I.S., Nilsen, H. K., & Vos, P. (forthcoming). Characterizing the relevance of mathematics as perceived by grade 8 students in a workplace related project.
  2. Antolin Drešar, D., & Lipovec, A. (2017). Mathematical experiences and parental involvement of parents who are and who are not mathematicians. Irish Educational Studies, 36(3), 357-374.
  3. Bakker, A. (2004). Design research in statistics education: On symbolizing and computer tools (Doctoral dissertation). University of Utrecht, The Netherlands.
  4. Boaler, J. (2000). Mathematics from another world: Traditional communities and the alienation of learners. Journal of Mathematical Behavior, 18(4), 379–397. https://doi.org/10.1016/S0732-3123(00)00026-2
  5. Cobb, P., Confrey, J., diSessa, A., Lehrer, R. & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13. https://doi.org/10.3102/0013189X032001009
  6. Curcio, F. R. (1987). Comprehension of mathematical relationships expressed in graphs. Journal for Research in Mathematics Education, 18(5), 382-393.
  7. Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8. https://doi.org/10.3102/0013189X032001005
  8. Doorman, L. M., & Gravemeijer, K. P. E. (2009). Emergent modeling: Discrete graphs to support the understanding of change and velocity. ZDM Mathematics Education, 41(1), 199-211. https://doi.org/10.1007/s11858-008-0130-z
  9. Engebretsen, M., & Kennedy, H. (Eds.) (2020). Data visualization in society. Amsterdam University Press.
  10. Frejd, P. (2017). Mathematical modelling as a professional activity: Lessons for the classroom. In: Stillman, G., Blum, W., Kaiser, G. (Eds.), Mathematical Modelling and Applications. International Perspectives on the Teaching and Learning of Mathematical Modelling (pp. 371-388). Springer. https://doi.org/10.1007/978-3-319-62968-1_31
  11. Frejd, P., & Muhrman, K. (2022). Is the mathematics classroom a suitable learning space for making workplace mathematics visible? – An analysis of a subject integrated team-teaching approach applied in different learning spaces. Journal of Vocational Education & Training, 74(2), 333-351. https://doi.org/10.1080/13636820.2020.1760337
  12. Friel, S. N., Curcio, F. R., & Bright, G. W. (2001). Making sense of graphs: Critical factors influencing comprehension and instructional implications. Journal for Research in Mathematics Education, 32(2), 124-158. https://doi.org/10.2307/749671
  13. Gainsburg, J. (2008). Real-world connections in secondary mathematics teaching. Journal of Mathematics Teacher Education, 11(3), 199-219. https://doi.org/10.1007/s10857-007-9070-8
  14. Gellert, U., & Jablonka, E. (2007). Mathematization and demathematization: social, philosophical and educational ramifications. Sense Publishers.
  15. Hasan, R. (1996). Literacy, everyday talk and society. In R. Hasan & G. Williams (Eds.), Literacy in society (pp. 377-424). Longman.
  16. Hernandez-Martinez, P. & Vos, P. (2018). “Why do I have to learn this?” - A study from mathematical modelling education about the relevance of mathematics. ZDM Mathematics Education, 50(1–2), 245–257. https://doi.org/10.1007/s11858-017-0904-2
  17. Kaiser, G. (2014). Mathematical modelling and applications in education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 396–404). Springer. https://doi.org/10.1007/978-3-030-15789-0
  18. Kirk, A. (2019). Data visualization: A handbook for data driven design (2nd ed.). Sage.
  19. Mayer-Schönberger, V., & Cukier, K. (2013). Big data: A revolution that will transform how we live, work, and think. Houghton Mifflin Harcourt.
  20. Moschkovich, J. N. (2004). Appropriating mathematical practices: Learning to use functions through interaction with a tutor. Educational Studies in Mathematics, 55, 49–80. https://doi.org/10.1023/B:EDUC.0000017691.13428.b9
  21. Muttaqin, H., Putri, R. I. I., & Somakim. (2017). Design research on ratio and proportion learning by using ratio table and graph with oku timur context at the 7th grade. Journal on Mathematics Education, 8(2), 211-222. https://doi.org/10.22342/jme.8.2.3969.211-222
  22. Nilsen, H. K., & Vegusdal, A. (2017). Mathematics at the enterprise: Industry, university and school working together to facilitate learning. In T. Dooley & G. Gueudet (Eds.), Proceedings of the 10th Congress of the European Society for Research in Mathematics Education (pp. 1537-1544). Dublin, Ireland: European Society for Research in Mathematics Education. https://hal.archives-ouvertes.fr/hal-01937338
  23. Niss, M. (1994). Mathematics in society. In R. Biehler, R. Scholz, R. Straesser, & B. Winkelmann (Eds.), The didactics of mathematics as a scientific discipline (pp. 367–378). Kluwer Academic Publishers.
  24. Nizar, H., Putri, R. I. I., & Zulkardi (2018). Developing PISA-like mathematics problem using the 2018 Asian games football and table tennis context. Journal on Mathematics Education, 9(2), 183-194. https://doi.org/10.22342/jme.9.2.5246.183-194.
  25. Nødland Skogedal, M. (2019). Åttendeklassinger har forsket på søppelsortering [Eighth grade students doing research on waste recycling]. Agder-Næring, 2019(1). https://issuu.com/gunnarskarpodde/docs/agdern_ring_01_2019_-_nett
  26. Oktiningrum, W., Zulkardi, & Hartono, Y. (2016). Developing PISA-like mathematics task with Indonesia natural and cultural heritage as context to assess students’ mathematical literacy. Journal on Mathematics Education, 7(1), 1-8. https://doi.org/10.22342/jme.7.1.2812.1-8
  27. Plomp, T. & Nieveen, N. (Eds.) (2013). Educational Design Research: An Introduction. SLO.
  28. Prahmana, R. C. I., Zulkardi, & Hartono, Y. (2012). Learning multiplication using Indonesian traditional game in third grade. Journal on Mathematics Education, 3(2), 115-132. https://doi.org/10.22342/jme.3.2.1931.115-132
  29. Prodromou, T., & Dunne, T. (2017). Data visualisation and statistics education in the future. In Data visualization and statistical literacy for open and big data (pp. 1-28). IGI Global.
  30. Putri, R. I. I., & Zulkardi. (2018). Higher-order thinking skill problem on data representation in primary school: A case study. Journal of Physics: Conference Series, 948(1), 012056. https://doi.org/10.1088/1742-6596/948/1/012056
  31. Roth, W.-M., & McGinn, M. K. (1998). Inscriptions: A social practice approach to representations. Review of Educational Research, 68, 35–59. https://doi.org/10.3102/00346543068001035
  32. Simon, M. (2014). Hypothetical learning trajectories in mathematics education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 354-356). Springer. https://doi.org/10.1007/978-3-030-15789-0
  33. Tine AS. (2017). Annual Report 2017. Tine AS.
  34. Tufte, E. R. (2001). The visual display of quantitative information (2nd ed.). Graphics Press.
  35. Van den Akker, J., Gravemeijer, K., McKenney, S., Nieveen, N. (2006). Education Design Research. Routledge.
  36. Vos, P. (2011). What is ‘authentic’ in the teaching and learning of mathematical modelling? In G. Kaiser et al. (Eds.), Trends in teaching and learning of mathematical modelling (pp 713-722). Springer. https://doi.org/10.1007/978-94-007-0910-2_68
  37. Vos, P. (2018). “How real people really need mathematics in the real world” ─ Authenticity in mathematics education. Education Sciences, 8(4), 195. https://doi.org/10.3390/educsci8040195
  38. Vos, P. (2019). Flytdiagrammer. University of Agder. https://www.academia.edu/41095841/Ark_Flyt_diagrammer
  39. Vos, P., & Roorda, G. (2018). Students’ readiness to appropriate the derivative - meta-knowledge as support for the ZPD. In Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 4 (pp. 387‒394). PME.
  40. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. MA: Harvard University Press.
  41. Wake, G. (2014). Making sense of and with mathematics: The interface between academic mathematics and mathematics in practice. Educational Studies in Mathematics, 86(2), 271–290. https://doi.org/10.1007/s10649-014-9540-8
  42. Weise, E. (2020, March 27). 8 strains of the coronavirus are circling the globe. Here's what clues they're giving scientists. USA Today. https://www.usatoday.com/story/news/nation/2020/03/27/scientists-track-coronavirusstrains-mutation/5080571002/
  43. Zulkardi, & Kohar, A.W. (2018). Designing PISA-like mathematics tasks in Indonesia: Experiences and challenges. Journal of Physics: Conference Series, 947(1), 012015. https://doi.org/10.1088/1742-6596/947/1/012015