Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/587
Title: Design Math: Middle-School Youth Making Math by Building Yurts
Authors: Peppler, Kylie A
Sedas, Mishael
Banks, Tarrence
Searcy, John
Wallace, Scott R
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Peppler, K. A., Sedas, M., Banks, T., Searcy, J., & Wallace, S. R. (2018). Design Math: Middle-School Youth Making Math by Building Yurts. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: While Project-Based Learning (PBL) has been shown to be an effective approach to learning, teaching math through PBL has long been challenging for practitioners. To explore new ways to engage youth and complement math learning in the classroom, researchers and middle school teachers collaborated to implement a year-long PBL course, “Design Math.” This course supported math learning through design and textile-based crafting projects by leveraging embodiment and tangible manipulatives. Students built life-size and scale-model yurts (i.e., tents) while adhering to a set of design constraints. Preliminary findings suggest that project-based approaches in math learning have the potential to promote and sustain student engagement, broaden participation in mathematical thinking, and afford deeper conceptual understanding of the mathematical concepts of measurement and geometry.
URI: https://doi.dx.org/10.22318/cscl2018.1165
https://repository.isls.org//handle/1/587
Appears in Collections:ICLS 2018

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