Research Panel, Moderated by Maria Fernandez

Citation data:

CONFERENCE: ICOT 18 - International Conference on Thinking - Cultivating Mindsets for Global Citizens

Publication Year:
2018
Usage 30
Abstract Views 30
Repository URL:
https://digitalcommons.fiu.edu/icot18/ICOT18/complete_calendar/197; http://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1341&context=icot18
Author(s):
Tirosh, Mor; Hadar, Linor L.; Bleiker, Charles; Hernandez, Giselle; Lewis, Helen
Tags:
Education
conference paper description
Mor Tirosh and Linor L. Hadar Creative thinking in math curriculum: an analytic frameworkThis paper provides a framework analyzing creative thinking (CT) in math curricula and demonstrates the application of this framework via analysis of Israeli mathematics curriculum materials (textbooks, teachers’ guides, educational software and national assessment). The paper provides insight into how curriculum materials can be used to promote student engagement with CT in mathematics. It illuminates gaps between desired thinking skills and attainment of these skills and it suggests how research can influence educational policy.Charles Bleiker and Giselle Hernandez Thinking in Numbers: Number Writing and the Development of Numerical ThinkingChildren at around the age of 4 begin to combine their thinking about quantity with their ability to write numbers. In this presentation, we report on our research with four-year-olds number writing. More than just a motor skill, the ability to write numbers, we argue, is key to understanding the concepts embedded in them. In this study, we analysed samples of number writing from 183 students at the beginning, middle and end of the pre-k year. The writing samples were rated on a five-point scale and the scores were then correlated with the Florida VPK State mandated assessment for both early math and language art.Helen Lewis Lights + camera = better interaction: how video stimulated reflection and dialogue can support teachers in the teaching of thinkingThis paper considers how teachers refined their reflections on their practice in order to better support the development of children's thinking.The teachers used Video Stimulated Reflective Dialogue (VSRD, e.g. Moyles et al, 2003) as a tool to discuss and reflect upon their practice.