Towards a multimedia

tool for numeracy education

Kees HooglandAPS- National Center for School Improvement

Introduction Former jobs

mathematics teacher, textbook author, teacher trainer, journal editor

Current job (International) consultant on numeracy, mathematics and

arithmetic, specialized in implementation projects Researcher on numeracy and designer of multimedia

learning tools

Fascination How do people cope with the quantitative aspects of the

world around us? What do they think? How do they think? What is basic numeracy acting and thinking? What is radical numeracy acting and thinking?

Example 1 Example 2 Example 3

What design principles to use?

Kees HooglandAPS- National Center for School Improvement

Ground rules for design principles in creating numeracy learning tools

Be explicit on the definitions, metaphores and images of numeracy you use.

Be explicit about the research base of your design principles

! !

! !

Numeracy

Work definition: “Numerical competency is the intertwined knowledge, skills and dispositions (attitudes) necessary to adequately and autonomously cope with the quantitative aspects of the world around us.”

iceberg metaphor

Gecijferdheid in beeldImages of Numeracy

People unavoidably have to deal with numbers, structures and patterns

The quantitative side of the world around us requires a much richer and multifaceted repertoire

This booklet aims to create richer and more colourful images of numeracy

Research base:- my own research

- existing literature

Conclusions Students show a much more sophisticated

mathematical competence when they have an product at hand.

Students use gestures to support their mathematical reasoning.

Students use a very limited mathematical vocabulary.

Students use technical language regularly.

Design principles for our multimedia tool for numeracy education

Every problem is directly related to a real situation

The context of the problem is visualized in photographs or video clips The context is NOT generated by text

Every problem must be imaginable as a real and relevant question

Answering the posed problem demands some numerate action

Building up complexity is in the complexity of the contexts and not in the complexity of the mathematical concepts.

A demo

www.educonet.nl on-line

Intraquest off-line

Interested in …?

- the paper- the hand outs of the presentation- how to order the booklet ‘Gecijferdheid in beeld’

(‘Images of Numeracy’)

K.Hoogland@aps.nl

Or visit the website

www.gecijferdheid.nlor

www.mathematical-literacy.eu