A WHOLE - MAKING FRACTIONS TANGIBLE
(2020) In Diploma work IDEM05 20201Industrial Design
- Abstract
- How can the tools used in elementary school facilitate
mathematical learning and understanding? This project
has been a study in how maths is taught and how to create a
broader understanding of the subject.
This report covers the process of, and is part of, my Master
thesis at the Industrial Design School in Lund, Sweden. It
includes the research and the development of “A Whole”, a
mathematical tool to be used by elementary pupils when learning
fractions.
Mathematics can be defined as an abstract and general science
for problem-solving and method development. Mathematics is
abstract as it’s disengaged from the original problem. This is a
precondition for it to be used generally, i.e applicable in several
different... (More) - How can the tools used in elementary school facilitate
mathematical learning and understanding? This project
has been a study in how maths is taught and how to create a
broader understanding of the subject.
This report covers the process of, and is part of, my Master
thesis at the Industrial Design School in Lund, Sweden. It
includes the research and the development of “A Whole”, a
mathematical tool to be used by elementary pupils when learning
fractions.
Mathematics can be defined as an abstract and general science
for problem-solving and method development. Mathematics is
abstract as it’s disengaged from the original problem. This is a
precondition for it to be used generally, i.e applicable in several
different situations. Since mathematics in itself is abstract but in
great relation with the physical world it can be hard for pupils
to see how they correlate.
This project originates from my time working as a substitute
teacher where the greatest reward was when a pupil managed to
process the information and make it his/her own. The purpose
of “A Whole” is to facilitate this process and bridge an abstract
subject to the physical world.
To develop a tool that benefits and is appreciated by both
pupils and teachers a close collaboration with specialists in the
chosen field was established as well as with teachers and pupils.
The final result, “A Whole”, is a set of pieces that focuses on
creating an overall understanding of fractions. It clarifies how
fractions relate to mathematics and to the concrete, non-abstract
world.
“A Whole” can be used individually and in pairs to develop
an understanding of what fractions are, both as parts of a whole
and as parts of quantities. With the different parts the pupils can
explore how fractions relate to decimal numbers and percentage
as well as quantities. Through the game, several pupils can
collaborate or compete to fulfil challenges. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9026816
- author
- Monzon, Elias
- supervisor
-
- Anna Persson LU
- Per Liljeqvist LU
- organization
- course
- IDEM05 20201
- year
- 2020
- type
- H2 - Master's Degree (Two Years)
- subject
- publication/series
- Diploma work
- report number
- ISRN: LUT-DVIDE/ EX--20/50482-SE
- other publication id
- ISRN
- language
- English
- id
- 9026816
- date added to LUP
- 2020-08-20 15:00:35
- date last changed
- 2020-08-20 15:00:35
@misc{9026816,
abstract = {{How can the tools used in elementary school facilitate
mathematical learning and understanding? This project
has been a study in how maths is taught and how to create a
broader understanding of the subject.
This report covers the process of, and is part of, my Master
thesis at the Industrial Design School in Lund, Sweden. It
includes the research and the development of “A Whole”, a
mathematical tool to be used by elementary pupils when learning
fractions.
Mathematics can be defined as an abstract and general science
for problem-solving and method development. Mathematics is
abstract as it’s disengaged from the original problem. This is a
precondition for it to be used generally, i.e applicable in several
different situations. Since mathematics in itself is abstract but in
great relation with the physical world it can be hard for pupils
to see how they correlate.
This project originates from my time working as a substitute
teacher where the greatest reward was when a pupil managed to
process the information and make it his/her own. The purpose
of “A Whole” is to facilitate this process and bridge an abstract
subject to the physical world.
To develop a tool that benefits and is appreciated by both
pupils and teachers a close collaboration with specialists in the
chosen field was established as well as with teachers and pupils.
The final result, “A Whole”, is a set of pieces that focuses on
creating an overall understanding of fractions. It clarifies how
fractions relate to mathematics and to the concrete, non-abstract
world.
“A Whole” can be used individually and in pairs to develop
an understanding of what fractions are, both as parts of a whole
and as parts of quantities. With the different parts the pupils can
explore how fractions relate to decimal numbers and percentage
as well as quantities. Through the game, several pupils can
collaborate or compete to fulfil challenges.}},
author = {{Monzon, Elias}},
language = {{eng}},
note = {{Student Paper}},
series = {{Diploma work}},
title = {{A WHOLE - MAKING FRACTIONS TANGIBLE}},
year = {{2020}},
}