The production of digital performances about infinity: exploring images of mathematics in pre- service teacher education

In this paper, we investigated the production of Digital Mathematical Performance (DMP) involving Public Image of Mathematics (PIM). DMP refers to the use of the arts and digital technology in teaching and learning mathematics. We report a qualitative case study regarding arts- based research in our analysis. From seven DMPs produced by pre-service mathematics teachers in one university knowledge mobilization course, we discuss two of them that explore the very notion of infinity. Specifically, the DMPs explored a convergent geometric series through a song and a video clip. Audio-visual recording of the course’s sessions, video analysis of conceptual DMPs, and interviews compose the production of data. In terms of findings, we highlighted the exploration of alternative PIMs, which regards to mathematics as a human endeavour. We categorized these alternative images towards flexibility, engagement, creativity, multimodality, and collectivity. We also stressed that DMP environment offered ways to contribute to pre-service mathematics teachers’ education, as participants were engaged in alternative use of digital media and the arts while developing mathematical activities, forming thinking collectives of humans-with-media

Explorando o Teorema das Quatro Cores em Performances Matemáticas Digitais

Neste artigo apresentamos uma discussão fundamentada na investigação de performances matemáticas digitais (PMD), as quais abordam o Teorema das Quatro Cores (T4C). PMD se refere ao uso das artes e das tecnologias digitais em Educação Matemática, concebida enquanto linha de pesquisa, proposta didático-pedagógica e/ou narrativa matemática artística multimodal. Metodologicamente, os dados foram produzidos a partir da realização de um curso de extensão universitária no qual lincenciandos em Matemática criaram 5 PMD do tipo Harlem Shake. Foram explorados diferentes aspectos acerca do T4C e diversificadas nuances sobre o fazer matemático (performático). Sendo este um estudo de natureza qualitativa, do ponto de vista interpretativo-analítico, destacamos a natureza artística-multimodal das PMD enquanto narrativas digitais, a ludicidade e criatividade fomentada pela comunicação artística na atividade matemática coletiva e a construção de imagens alternativas sobre a matemática e os matemáticos. Os resultados apresentados corroboram com a perspectiva de que PMD é uma possibilidade/alternativa metodológica diferenciada para o ensino-aprendizagem de matemática, a qual integra o uso das artes e das tecnologias digitais visando a inovação didático-pedagógica em Educação Matemática

Images of Mathematics and Mathematicians among Undergraduate Students of Education

In our research, we investigated the role of production of digital mathematical performance (DMP) in pre-service teacher education, regarding the (de)construction of images of mathematics and mathematicians. We report a qualitative case study conducted with undergraduate students of Education, whose elaborated two sets of drawings in order to artistically represent and disseminate both public and alternative images of mathematics and mathematicians. Students’ drawings were used to produce artistic digital videos, conceptualized as DMPs. In terms of findings, students’ public images reveal negative/stereotyped aspects. In contrast, alternative drawings depict positive/ideal images. The process of producing DMPs contributes to students’ education as pre-service teachers in respect of exploration and production of pedagogic content knowledge. It also promotes changes in students’ attitudes and believes about teaching and learning mathematics, engaging them into alternative forms of using digital media and the arts in mathematical activity