Crafting Connections in Post-COVID Classrooms: Learning University Mathematics through Craft

Autor/inn/en	McLeod, Jeanette C.; Wilson, Phillip L.; Pomeroy, David; Alderton, Julie
Titel	Crafting Connections in Post-COVID Classrooms: Learning University Mathematics through Craft
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 3, S.728-737 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McLeod, Jeanette C.) ORCID (Wilson, Phillip L.) ORCID (Pomeroy, David) ORCID (Alderton, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1984597
Schlagwörter	Foreign Countries; Mathematics Instruction; Handicrafts; Course Descriptions; Experiential Learning; Learner Engagement; Curriculum Design; Student Reaction; Feedback (Response); College Seniors; Emotional Response; Cognitive Processes; Student Behavior; Stress Management; Mathematics Anxiety; Integrated Curriculum; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Handwerk; Kursstrukturplan; Experiental learning; Erfahrungsorientiertes Lernen; Lehrplangestaltung; Schülerkritik; College; Colleges; Senior; Hochschule; Fachhochschule; Emotionales Verhalten; Cognitive process; Kognitiver Prozess; Student behaviour; Schülerverhalten; Stressmanagement; Stressbewältigung; Neuseeland
Abstract	In 2020, after New Zealand emerged from its short-lived lockdown and students returned to university campuses, mathematicians Jeanette McLeod and Phil Wilson from the University of Canterbury taught a final-year mathematics course using craft. A part of most lectures included a hands-on craft activity to explore a key concept and to foster curiosity. This article describes the design and delivery of the course and reflects on the overwhelmingly positive student feedback. We suggest that the creation of, and interaction with, mathematical craft objects played a significant role in shaping these responses by generating feelings of engagement, reducing stress, and allowing tangible access to mathematical ideas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01