To reach for abstraction is a major but challenging goal in mathematics education: teachers struggle with finding ways how to foster abstraction in their classes. To shed light on this issue for the case of geometry education, we align theoretical perspectives on embodied learning and abstraction with practical perspectives from in-service teachers. We focus on the teaching and learning of realistic geometry, not only because this domain is apt for sensori-motor action investigations, but also because abstraction in realistic geometry is under-researched in relation to other domains of mathematics, and teachers’ knowledge of geometry and confidence in teaching it lag behind. The following research question will be addressed: how can a theoretical embodied perspective on abstraction in geometry education in the higher grades of primary school inform current teacher practices? To answer this question, we carried out a literature study and an interview study with in-service teachers (n = 6). As a result of the literature study, we consider embodied abstraction in geometry as a process of reflecting on, describing, explaining, and structuring of sensory-motor actions in the experienced world through developing and using mathematical artifacts. The results from the interview study show that teachers are potentially prepared for using aspects of embodied learning (e.g., manipulatives), but are not aware of the different aspects of enactment that may invite students’ abstraction. We conclude that theories on embodiment and abstraction do not suffice to foster students’ abstraction process in geometry. Instead, teachers’ knowledge of embodied abstraction in geometry and how to foster this grows with experience in enactment, and with the discovery that cognition emerges to serve action.
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Abstraction is considered an essential aspect of computational thinking. Primary schools are starting to include computational thinking into the curriculum. However, in order to guide their support, teachers need to know how to recognize abstraction. In this paper, we present how we can observe abstraction in young children tasked with solving an algorithmic assignment. In order to operationalize abstraction, we have used the layers of abstraction (LOA) model by Perrenet, Groote and Kaasenbrood. This model was originally used in the field of computer science and describes programming behavior at the level of software development, but has since been extended for use in primary education. We have operationalized this model for use with 5 to 6 year old students tasked with programming an educational robot. Their behavior has been related to each of the four layers of abstraction.Students were individually instructed with programming Cubetto, an educational robot, to reach a number of destinations, increasing in the level of algorithmic complexity. We analyzed audio and video recordings of the students interacting with Cubetto and a teacher. Verbal and non- verbal behavior were categorized by two researchers and resulted in an observation schema.We conclude that our operationalization of the LOA model is promising for characterizing young students’ abstraction. Future research is needed to operationalize abstraction for older primary school students.
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Background and Context: In order to fully include learners with visual impairments in early programming education, it is necessary to gain insight into specificities regarding their experience of and approach to abstract computational concepts. Objective: In this study, we use the model of the layers of abstraction to explore how learners with visual impairments approach the computational concept of abstraction, working with the Bee-bot and Blue-bot. Method: Six blind and three low vision learners from the elementary school level were observed while completing programming assignments. Findings: The model of the layers of abstraction, can overall be generalized to learners with visual impairments, who engage in patterns that reflect iterative actions of redesigning and debugging. Especially our blind learners use specific tactile and physical behaviors to engage in these actions. Implications: Ultimately, understanding such specificities can contribute to inclusive tailored educational instruction and support.
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This book discusses whether, and if so, how facility management (FM) can contribute toeducational achievements at Dutch higher education institutions. Although there is increasingevidence that the quality of the lecturer is decisive for the performance and development ofstudents (Marzano 2007; Mourshed, Chijioke and Barber 2010), and in addition, educationalleadership can shape the necessary boundary conditions for these primary actors to succeed,nowadays this must be considered as a too narrow conception of what good education is allabout. Up to date, in literature there is a lively debate about the effective use of facilitydesign, as a mixture of designed features of physical facilities and services, to contribute toeducation as well. We have seen many examples of the so-called human factor beingnegatively influenced by seemingly fringe events, but that suddenly appears to beprecondition for education. Too warm, too cold, too crowded, too loud, too messy, and noidea why this device doesn’t work are phrases that come to mind. We now know that the builtschool environment and facility services that are offered are among the elements that caninfluence good education. The evidence comes from a multiple disciplines, such asenvironmental-psychology (Durán-Narucki 2008; Hygge and Knez 2001), medicine(Hutchinson 2003), educational research (Blackmore et al. 2011; Oblinger 2006; Schneider2002; Temple 2007), and real estate and facility management (Daisey, Angell and Apte 2003;Duyar 2010; Barrett et al. 2013). Considering all the above, there seems to be a scientificblack box with respect to the relatively new scientific discipline of FM. Deeply rooted inpractice, the abstractions that have existed until now have hardly led to a fundamentalunderstanding of the contribution of FM to education. Therefore, the main objective of thisbook is as follows.
Brandweermensen lopen het meeste gevaar als ze onder tijdsdruk een gebouw moeten verkennen, of een brand moeten blussen terwijl de situatie nog niet goed kan worden overzien. Omvallende muren, instortende plafonds of gewoon gestruikeld over door de rook onzichtbare brokstukken leiden tot vermijdbare letsels of zelfs slachtoffers. Met name de inzet bij branden in stedelijke parkeergarages onder woontorens vormen een enorm risico. Het inzetten van onbemande, op afstand bestuurbare voertuigen voor verkenning en bluswerk is een oplossing die binnen de brandweer breed wordt gedragen. De brandweer moet deze innovatieve technologie echter zien te omarmen. Zij werken nu vanuit hun intuïtie en weten direct hoe te acteren op basis van wat zij waarnemen. Praktijkgericht onderzoek heeft echter uitgewezen dat scepsis over de inzet van blusplatforms bij incidenten plaats heeft gemaakt voor zeker vertrouwen. Een blusplatform, voorzien van juiste sensoren kan de Officier van Dienst (OVD) ondersteunen bij het nemen van een beslissing om al dan niet tot een ‘aanval’ over te gaan. Praktijktesten hebben echter laten zien dat de huidige blusplatforms nog niet optimaal functioneren om als volwaardig ‘teamlid’ te kunnen worden ingezet. Dit heeft enerzijds met technologische ontwikkelingen (sensoren en communicatieverbindingen) te maken, maar anderzijds moet de informatievoorziening (human-machine interfacing) naar de brandweer beter worden afgestemd. In dit project gaan Saxion, het instituut fysieke veiligheid, de universiteit Twente, het bedrijfsleven en vijf veiligheidsregio’s onderzoeken hoe en wanneer innovatieve blusplatforms op een intuïtieve manier kunnen worden ingezet door training én (kleine) productaanpassing zodat deze een volwaardig onderdeel kunnen zijn van het brandweerkorps. Een blusplatform kan letselschade en slachtoffers voorkomen, mits goed ingezet en vertrouwd door de mensen die daarvan afhankelijk zijn. Het vak van brandweer, als beroeps of vrijwilliger, is een van de gevaarlijkste die er is. Laten we er samen voor zorgen dat het iets veiliger kan worden.
