Digital Resources to Enhance Creative Mathematical Thinking in a Biomathematics Context

International audienceIn this research, we present the design of digital resources, carried out within the framework of the MC Squared project (http://mc2-project.eu). These resources are the so-called " c-book units " (" c " for creative), which are digital books produced within a socio-technological environment allowing meshing narratives with interconnected, interactive and dynamic digital artefacts (widgets), to enhance Creative Mathematical Thinking. We illustrate the design of a c-book unit within a biomathematics context aimed at enhancing creative mathematical thinking using a wide range of digital widgets

Étude de la conception collaborative de ressources numériques mathématiques au sein d’une communauté d’intérêt

Our study bring to the fore social creativity that occurs during the collaborative design of digital resources fostering creative mathematical thinking elaborated within the framework of the MC Squared European project (http://www.mc2-project.eu/) aiming at developing a socio-technological environment for design. We focus on two aspects. On the one hand, we explore factors that trigger, or hinder, social creativity among the designers. On the other hand, we investigate the relations between the designers’ resource systems and professional knowledge and the choices they make in the design of digital resources. We draw on activity theory and the theory of boundary crossing to study the activity of the resource design by community of interest, and on the documentational approach to didactics to investigate the documentational genesis related to the resource design. Our methodology relies on two case studies, namely the design of two different resources aiming at teaching and learning elementary algebra and mathematical modelling respectivelyNotre étude porte sur la créativité sociale qui se produit lors de la conception collaborative de ressources numériques favorisant la pensée mathématique créative, dans le cadre du projet européen MC Squared (http://www.mc2-project.eu/) visant à développer un environnement socio-technologique pour la conception de ressources. Nous nous concentrons sur deux aspects. D'une part, nous explorons les facteurs qui déclenchent ou entravent la créativité sociale chez les concepteurs. D'autre part, nous étudions les relations entre les systèmes de ressources des concepteurs et les connaissances professionnelles et les choix qu'ils font dans la conception des ressources numériques. Nous nous appuyons sur la théorie de l'activité et la théorie du franchissement de frontières pour étudier l'activité de conception collaborative de ces ressources par une communauté d’intérêt, et sur l'approche documentaire du didactique pour étudier la genèse documentaire liée à la conception collaborative des ressources. Notre méthodologie s'appuie sur deux études de cas, à savoir la conception de deux ressources différentes visant à enseigner et à apprendre l'algèbre élémentaire et la modélisation mathématique respectivemen

The study of the collaborative design of mathematical and digital resources within a community of interest

Notre étude porte sur la créativité sociale qui se produit lors de la conception collaborative de ressources numériques favorisant la pensée mathématique créative, dans le cadre du projet européen MC Squared (http://www.mc2-project.eu/) visant à développer un environnement socio-technologique pour la conception de ressources. Nous nous concentrons sur deux aspects. D'une part, nous explorons les facteurs qui déclenchent ou entravent la créativité sociale chez les concepteurs. D'autre part, nous étudions les relations entre les systèmes de ressources des concepteurs et les connaissances professionnelles et les choix qu'ils font dans la conception des ressources numériques. Nous nous appuyons sur la théorie de l'activité et la théorie du franchissement de frontières pour étudier l'activité de conception collaborative de ces ressources par une communauté d’intérêt, et sur l'approche documentaire du didactique pour étudier la genèse documentaire liée à la conception collaborative des ressources. Notre méthodologie s'appuie sur deux études de cas, à savoir la conception de deux ressources différentes visant à enseigner et à apprendre l'algèbre élémentaire et la modélisation mathématique respectivementOur study bring to the fore social creativity that occurs during the collaborative design of digital resources fostering creative mathematical thinking elaborated within the framework of the MC Squared European project (http://www.mc2-project.eu/) aiming at developing a socio-technological environment for design. We focus on two aspects. On the one hand, we explore factors that trigger, or hinder, social creativity among the designers. On the other hand, we investigate the relations between the designers’ resource systems and professional knowledge and the choices they make in the design of digital resources. We draw on activity theory and the theory of boundary crossing to study the activity of the resource design by community of interest, and on the documentational approach to didactics to investigate the documentational genesis related to the resource design. Our methodology relies on two case studies, namely the design of two different resources aiming at teaching and learning elementary algebra and mathematical modelling respectivel

Social creativity in the education sector: The case of collaborative design of digital resources in mathematics

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Social creativity in the collaborative design of a digital resource embedding mathematics into a story

International audienceOur research was carried out in the framework of the MC2 European project (http://www.mc2-project.eu/, 2013-2016) aiming at developing a socio-technical environment for the design of digital resources fostering creative mathematical thinking. Through a network of theories, we conceptualise and study social creativity that occurs during collaborative design of a digital resource embedding mathematics into a story. We focus on factors that trigger, or hinder social creativity and that influenced a group of designers, made up of mathematics teachers, teacher educators and researchers with diverse expertise, broadening perspectives, supported by a socio-technical environment during the design process

Role of Context in Social Creativity for the Design of Digital Resources

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Introduction to the papers of TWG22: Curriculum resources and task design in mathematics education

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Design and Evaluation of Digital Resources to Enhance Creative Mathematical Thinking in a Biomathematics Context

International audienceIn this article, we present the design and the a priori evaluation of digital resources, carried out within the framework of the MC Squared project (http://mc2-project.eu). These resources are the so-called " c-book units " (" c " for creative), which are digital books produced within a socio-technological environment allowing meshing narratives with interconnected, interactive and dynamic digital artefacts (widgets), to promote Creative Mathematical Thinking (CMT). We have developed a methodology to support creative design and the a priori evaluation of the CMT potential of the c-book units' affordances. We illustrate here the design and evaluation of a c-book unit within a biomathematics context aimed at supporting learning and mathematical reasoning, using a wide range of digital widgets. We discuss the design choices resulting in the resource affordances to promote mathematical creativity in terms of personalized non-linear path, constructivist approach, and meta-cognition based activities, among others. We present experts' a priori evaluation of the resource CMT potential

Assigned to creativity: Didactical contract negotiation and technology

International audienceThe mcSquared European project aims at studying Social Creativity among pedagogical resources designers and Creative Mathematical Thinking in their users, through technology, namely a creative e-book software infrastructure and resources called " c-book units ". This article focuses on a study carried out in the framework of this project in France experimenting such a c-book unit and highlights a particular obstacle created by a didac-tical contract effect related to creativity in the French mathematics classroom: high achieving students perform well on content related to an official assignment but have difficulties engaging in unusual creative problems. The article concludes on possible ways to circumvent it in order to foster the unleashing of mathematical creativity in all students

Assigned to creativity: didactical contract negotiation and technology

International audienceThe mcSquared European project aims at studying Social Creativity among pedagogical resources designers and Creative Mathematical Thinking in their users, through technology, namely a creative e-book software infrastructure and resources called " c-book units ". This article focuses on a study carried out in the framework of this project in France experimenting such a c-book unit and highlights a particular obstacle created by a didactical contract effect related to creativity in the French mathematics classroom: high achieving students perform well on content related to an official assignment but have difficulties engaging in unusual creative problems. The article concludes on possible ways to circumvent it in order to foster the unleashing of mathematical creativity in all students