2024 ICME Conference Presentation

Ms Qiuyu Chen, who has worked with Biyao as a research assistant over the summer of 2023, presented at the TSG 1.9: Teaching and learning of computational thinking at the ICME conference in Sydney, Australia. The title of her presentation is Characterizing the Role of Programming Outputs in Mediating Students’ Mathematical Learning. This work is co-authored with Biyao and Ying.

Abstract:

In this study, we conduct task-based clinical interviews to examine how programming outputs mediate students’ mathematical learning. We draw on Piagetian notion of perturbation to characterize three scenarios in which students may or may not experience perturbation when faced with satisfactory or unsatisfactory programming outputs, as well as the mathematical consequences of such experiences.

PhD student Ms Ying Zhang presented at the TSG 1.1: Teaching and learning of number and arithmetic at the ICME conference in Sydney, Australia. The title of her presentation is Young Learner's Gestural Routine Development in Manipulative-based Number Discourse. This work is co-authored with Biyao, Oi Lam, and Gary.

Abstract:

From a commognitive perspective, we provide a multimodal analysis of a manipulative-based number discourse developed between a 6-year-old child in Hong Kong and a researcher. Results show that the manipulative-based environment impacted how the child developed her ritualistic routines and later combined them into an explorative one that also served as a dynamic gestural mediator. We also note a "pre-ritual" stage before entering the deritualization process.

PhD student Mr Liu Rui presented at the TSG 4.7: Affect, beliefs, and identity of mathematics teachers at the ICME conference in Sydney, Australia. The title of his presentation is Emotion Displays of Middle School Mathematics Teachers in the Classroom In China. This work is from his Master's thesis project.

Abstract:

Teacher emotions are important for teaching, but only a few studies consider them as perceptible manifestations. Understanding how teachers display emotions when facing different teaching events is an urgent mission, particularly in mathematics. This study collected data from the classes of three eighth-grade mathematics teachers from China and analyzed it with an AI-enhanced tool—FaceReader7, to uncover teachers’ emotion display rules. As a result, three teachers actively display positive emotions, building classroom rules and displaying emotions accordingly, emotion displaying stimulated by specific teaching content, and emotion displaying as an evaluation of teaching outcomes.