|Abstract as per original application
Competence in early mathematics is crucial for later school success. Although research indicates that a spatial and hands-on approach to learning improves student engagement and mathematics skills for young learners, such approach has been difficult to implement in mathematics education, especially in Hong Kong, partly due to the culture of drilling and recalling procedures by manipulation of abstract symbols on paper. In contrast, Making draws upon the innately human desire to make things with our hands. One important application of Making in education is a spatial and hands-on approach to learning which also has implications for meeting the global needs for expertise in the Science-Technology-Engineering-Mathematics (STEM) disciplines. Despite its significance, few research has examined the effects of Making in education, including how Making may effectively support technology-enhanced mathematics and/or STEM learning.
This study builds on the PI’s previously developed notion of ‘learning as Making’ (LaM) to examine mathematics learning in a highly transformative and technological Making environment; it involves the use of 3D Printing Pens which enables 3D models to be created instantly via one’s moving hand. Within this particular LaM environment, students are engaged in inquiry-based learning through hands-on production of 3D-printed artefacts, which serve as both diagrams (processes) and products of learning. LaM aligns with emerging theoretical developments on gestures, embodiment and materialist perspectives of thinking and learning. The PI has conducted relevant empirical studies, pointing towards the rich mathematics learning with LaM in primary schools.
This design-based research explores the effect of a LaM pedagogy in mathematics education through designing and implementing twelve teaching experiments in six Hong Kong primary schools. In this mix-method study, (1) students’ development of visualisation, generalisation, and problem solving in mathematics will be analysed statistically using pre- and post-test measures, and (2) students’ inquiry-based Making during the lessons and post-lesson interviews will be captured via video-recording, after which discourse and micro-genetic analyses will examine students’ learning and sense-making processes with 3D Printing Pens.
This study fills the research gap with regard to the changing nature of knowledge, learning and pedagogy in the digital age, in that it will advance the educational potential of 3D printing technology and LaM in school mathematics in particular and STEM education in general. Its findings will contribute to teaching and learning abstract mathematical and/or STEM concepts in hands-on, technological, and innovation-oriented environments. More broadly, it will contribute to speculation on the future potential of emergent technologies in education and LaM curricula.
是次研究建基於研究員先前研發的「造中學」（Learning as Making）概念，以探討在創新、製造、和技術化的環境中學習數學。這其中涉及3D打印筆的應用，讓參與者能即時創建3D模型並進行探究式學習。「造中學」與手勢學、具身化認知、新物質主義等新興理論保持一致。研究員曾進行相關的實驗研究，顯示「造中學」能豐富小學數學學習。