Research that Facilitates Praxis and Praxis Development

acceptedVersionPeer reviewe

Mathematics and Art Connections Expressed in Artworks by South African Students

In this chapter, we examine a collection of drawings, and paintings from South African students between the ages of 10 to 17, that provide fresh and original perceptions to some already known topics, but also several unexpected connections between mathematics and art. These works reference classic math-art connections such as: golden ratio, spirals, infinity, and geometric figures; they also contain several personal reflections, unique discoveries and references to ethnomathematical connections within the African cultural heritage. To introduce their pieces and themselves, students shared their own interpretations of their artworks. These commentaries make possible the identification of cognitive, emotional and perceptual patterns. The chapter’s aim is to provide insights into several pragmatic implications of the epistemological and ontological perspectives of mathematics and art connections in learning, and to introduce the MathArtWork method and terminology in the context of creative STEAM education

Sharing, retelling, and performing narratives:challenging and supporting educators’ work with values in Nordic preschools

Abstract This chapter draws on Norwegian and Finnish studies that were a part of a Nordic project on values education in preschools. In both contexts, narratives were combined with a participatory action research methodology. Narratives were employed to inspire reflection, contribute to new knowledge, and enable educators to share experiences about their work with values. The focus of this chapter is methodological: How do narratives promote researchers and educators to generate knowledge about values? How do narratives promote improving educators’ work with values? With the aim of contributing knowledge about the potential of narratives in participatory action research, three examples are discussed in the light of the ontological and epistemological premises of narrative research. The chapter focuses on the two following aspects: First, narratives involve potential to promote educators’ participation in an action research process by providing a meeting space for educators and researchers to collaboratively explore pedagogical situations. Second, narratives offer a fruitful ground for educators and researchers to reflect on how values are integrated into the complexities of the educational practices. The chapter contributes to methodological discussions of early childhood education research and offers different concrete examples regarding how to employ narratives in research and when developing values education in practice