Artículos de Revistas

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https://repositorio.uft.cl/handle/20.500.12254/2388

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Análisis de la atención visual de estudiantes a través de gafas espía
(Universidad Nacional de Costa Rica, 2022-06) Farsani, Danyal; Villa-Ochoa, Jhony Alexander
La atención visual es un indicador importante en las interacciones entre docentes y estudiantes. Este artículo presenta los resultados de un estudio que buscó determinar cómo fluctúa la atención visual que los estudiantes prestan a la persona docente durante sus clases de matemáticas e inglés y detectar posibles diferencias en dicha atención. El estudio se llevó a cabo en una escuela secundaria con una muestra de 16 estudiantes (varones). Los datos se obtuvieron a través de una mini cámara de video, montada sobre las gafas que son usadas por los estudiantes. A través del uso de imágenes de Google, analizamos de manera automática y objetiva 2613 fotogramas de las grabaciones en las que la persona docente de la clase aparecía en el campo visual de los estudiantes. Los resultados dan cuenta de la diferencia en la atención visual de los estudiantes entre los introvertidos y los extrovertidos durante los 90 minutos de clase. También se observó que los estudiantes estaban más comprometidos visualmente cuando el discurso de la persona docente estaba acompañado de gestos. Se destaca la importancia de diversificar las interacciones que busque otras formas de comprometer a los estudiantes en los últimos dos tercios de la clase. Algunas implicaciones para los programas de desarrollo profesional se derivan de este estudio.
Cultural historical analysis of Iranian school mathematics curriculum: the role of computational thinking
(Universitas Sriwijaya; Indonesian Mathematical Society (IndoMS), 2021-09) Rafiepour, Abolfazl; Farsani, Danyal
In this paper, six mathematics curriculum changes in Iran will be reviewed, spanning from 1900 until the present time. At first, change forces, barriers, and the main features of each curriculum reform will be represented. The first five curriculum changes are described briefly and the sixth and most recent curriculum reform will be elaborated. In this paper, we call the last reform as contemporary school mathematics curriculum change. This recent (contemporary) curriculum reform will be explained in more detail, followed by a discussion of the effect of globalization and research finding in the field of mathematics and mathematics education (in the Iranian mathematics curriculum). In total, three key ideas are distinguished as an effect of globalization which is “New Math”, “International Comparative Studies”, and “Computational Thinking”. Finally, the paper comments on the necessity of paying more attention to information and communication technology as part of globalization; in particular, recall policy-makers to consider “Computational Thinking” as an important component of future curriculum design.
Developing conceptual understanding of Irrational numbers based on technology through activity system
(City University of New York, 2022) Rafiepour, Abolfazl; Abdolahpour, Kazem; Farsani, Danyal
The main purpose of this study is to develop a conceptual understanding of the irrational number of the square root of 2 ( 2 ). Participants in the study were 20 ninth-grade male students. Activity Theory was used as a framework to show the development of the conceptual understanding. Since this study was conducted during the COVID-19 pandemic; online teaching method was adopted. In this teaching method, WhatsApp messaging and calculator were used as our basic technology. Virtual education lasted 2 sessions (120 minutes) for the development conceptual understanding of the irrational number of square root of 2. To produce data, WhatsApp Export Capability was used. For data analysis, the online teaching activity system was used. By analyzing this activity system, three tensions were understood. Modifying these tensions, has led to their students making the concept of the irrational number of the square root of 2 ( 2 ) and reach a single definition
Future early childhood teachers designing problem-solving activities
(Bandung Himpunan Matematika Indonesia (IndoMS) bekerjasama dengan Program S2 Pendidikan Matematika, FKIP, Universitas Sriwijaya Palembang, 2022-06) Sala-Sebastià, Gemma; Breda, Adriana; Farsani, Danyal
This work aims to identify the criteria to design activities based on problem solving tasks that emerge when future early childhood education teachers jointly plan their activities and reflect on them. The participants were 76 students from the Didactics of mathematics subject that was carried out in the 2nd year of the Early Childhood Education Degree of a Catalan public university. This is qualitative research in which the phases of the thematic analysis have been adapted: familiarizing with the data; systematically applying the categories to identify the student criteria emerged; triangulating the analysis with experts; reviewing and discussing the results. The Didactic Suitability Criteria (DSC), from the Ontosemiotic approach (OSA) framework to design tasks and their indicators, were used to categorise and analyse the tasks performed by future teachers. As a result, it was identified that when the future teachers adopt consensually design their activities, they are implicitly based on the Didactic Suitability Criteria (DSC). Still, not all their indicators emerge since their reflection is spontaneous and is not guided by an explicit guideline that serves them to show their didactic analysis in detail. The study concludes that it would be convenient to offer future teachers a tool, such as DSC, to have explicit criteria to guide the designs of their mathematical tasks. In this sense, a future line of research opens, much needed, to adapt the DSC to the singularities of this educational stage.
How are fortuity mathematical movements o mosquitoes represented in children’s drawings?
(City University of New York, 2022) Reyes-Santander, Pamela; Luci, Gina; Farsani, Danyal
This exploratory and experimental research aims to describe randomness expressed in 5 to 6-year-old children’s drawings. This study considers a six-day activity developed in 5 Chilean kindergartens, with a total of 142 participants. The activity on the mosquito’s flight considered the corporal movements to generate the idea of randomness in children. The children drew the mosquito flight and described the flight. We qualitatively analyzed and categorized the children’s drawings and verbal descriptions, dividing them into static or dynamic representations. A second grouping was established in the dynamic drawings: in one direction and random. The third division considers only random drawings: (1) uncertain walk, (2) possible walk, and (3) casual walk. The results show that children in this stage of development can express in their drawings some of the three basic notions of randomness. The children expressed randomness through random stops, circular paths, and arrows to mark positions or make decision possibilities of the mosquito
How do university students of different ethnic backgrounds perceive factors that hinder learning in STEM and non-STEM majors?
(Taylor and Francis, 2021-04-01) Radmehr, Farzad; Niazi, Najmeh; Rezvanifard, Faezeh; Farsani, Danyal; Laban, Winnie; Overton, John; Bakker, Leon
This study explores university students’ perceptions of factors that hinder student learning with particular attention to students’ discipline (STEM vs non-STEM) and ethnicity. A sample of 1684 university students in New Zealand participated in this study. Students’ responses to an open-ended question were first inductively coded and then quantitatively analyzed using Chi-square independence test and logistic regression. The findings identified several situational, dispositional, and institutional factors that hinder student learning, among them financial difficulties and work commitments, health, and family issues were more dominant. These factors are perceived differently by students of different disciplines and ethnicities. For instance, Asian students were less likely to refer to financial difficulties and work commitments compared to the other ethnicities, whereas Pasifika and then Māori students perceived family issues more than other ethnic groups. STEM major students were more likely to believe the teaching quality restricts their learning than their non-STEM counterparts. The study findings have several educational and well-being implications for diverse bodies of students in tertiary education.
Modelling and applications in Iran school mathematics curriculum: voices of math teachers
(City University of New York, 2021) Rafiepour, Abolfazl; Farsani, Danyal
In this paper, six mathematics curriculum changes in Iran are reviewed, spanning from 1900 to 2021. Change of forces, barriers, and the main features of each reform are represented. Specifically, the first five curriculum changes are described briefly and the sixth and most recent one is elaborated upon, with more detail as contemporary school mathematics curriculum change. This recent curriculum reform will be then analyzed using an application and modeling approach, followed by reflections from five teachers of mathematics’ voices about how they implemented recent curriculum reform after passing modelling course in their master’s program. These teachers shared their professional beliefs about the role of the modelling course in shaping their classroom practices. We believe that the practical aspects of this paper can have enormous implications for other mathematics teachers in developing countries.
More than words: an integrated framework for exploring gestures’ role in bilinguals’ use of two languages for making mathematical meaning
(Springer, 2022) Krause, Christina; Farsani, Danyal
Gestures play a role in perception, production, and comprehension of language and have been shown to difer cross-linguistically and cross-culturally in aspects of performance and form-meaning relationships. Furthermore, gestures can serve as analytical tools to access tacit embodied-imagistic mathematical meanings that add to verbal-linguistic dimensions of meaning. At the same time, language plays important roles in interaction and cognition, infuencing bilinguals’ learning of mathematics. Still, there is only very little research attending to the use of gestures of multilinguals as means to better understand the relationships between their language use and their mathematical thinking. This paper builds on research on multilingualism and on gestures—related and unrelated to mathematics education—to motivate and develop a framework for understanding better mathematics thinking and learning of multilinguals through integrating gesture analysis as related to languages, culture, and the use of registers. The application of this framework will be illustrated through two case studies in which we analyse interview data of a bilingual student and a bilingual mathematics teacher—focusing on gestures and language use while talking about the mathematical concept of ‘power’—or exponents—in Farsi (Persian) and in English. From analyzing the gestures’ form-meaning relations and their functions as related to hybrid language practices, we hypothesize on the vernacular and mathematical context as activated in both speech and gesture and on how it relates to mathematical meaning. From this, we draw practical implications for multilingual mathematical learning contexts and discuss implications for research on multilinguals’ mathematical thinking and learning.
Non-verbal interaction and students’ visual engagement in mathematics and English classes
(Universidade Luterana do Brasil, 2022-07) Farsani, Danyal; Breda, Adriana; Sala-Sebastià, Gemma
Background: The interactions in the classroom are of particular interest to the teaching and learning processes. Objectives: This study examines nonverbal interaction in mathematics classrooms, and how different modes of nonverbalbehaviour, contributed to the engagement in lessons. Design: A quantitative study. Setting and Participants: 30 randomly selected students wore mini camera-mounted eyeglasses in their mathematics and English lessons. Approximately 45 hours of video recording were made from these cameras (from a first-person’s perspective) to analyse and compare the nonverbal interaction in mathematics and English lessons. Data collection and analysis: In Google Images, we objectively searched and statistically analysed frames in which the class teachers appeared within the students’ visual field. Results: The results show that how students are visually engaged with the teacher depends on a set of proxemics. Differences were found related to visual attention both regarding the subject matter and the different proxemics of the student in relation to the teacher, pointing out that students are more visually involved with the teachers’ instructions when at a proxemic of 1.20 to 3.70 meters. Furthermore, we report differences between boys and girls and how they are visually engaged in their mathematics classrooms. Conclusions: Finally, we report how teachers pointing gestures can serve as a tool to recapture students’ visual attention in mathematics classrooms.
Proxêmica e comunicação não verbal na interação em sala de aula
(Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE), 2021-12) Farsani, Danyal; Rodrigues, Jackeline
Este artigo relata um estudo realizado sobre a interação professor-aluno em uma escola pública dos anos iniciais, na cidade de Santiago, Chile. O estudo realizou uma análise quantitativa dos quadros das imagens capturadas por uma minicâmera montada em óculos de um grupo de 18 estudantes. Os quadros selecionados foram os que a professora aparece no campo visual dos alunos. A análise foi desenvolvida a partir do conceito de proxêmica e os resultados mostram que há momentos em que a professora da sala de aula interage com os alunos em um nível mais próximo e, em outros, há um distanciamento maior. Além disso, foi possível identificar diferenças entre meninos e meninas quanto aos padrões proxêmicos de envolvimento visual na interação. Os resultados deste estudo sinalizam novos sentidos para a análise da interação professor-aluno com foco em aspectos não verbais na construção das relações de ensino e aprendizagem.
Reflections of future kindergarten teachers on the design of didactic sequences with the use of robots
(Modestus, 2022-08) Seckel, María José; Breda, Adriana; Farsani, Danyal; Parra, José
The purpose of this study is to analyze the reflections of future kindergarten teachers when designing didactic sequences with the use of the bee-bot robot. A qualitative methodological design was followed to achieve this objective, collecting the data through a written record prepared by the participants from collaborative work. A total of 25 future teachers participated, forming six working groups. The data were analyzed with the content analysis technique, considering the criteria of didactic suitability–epistemic, cognitive, interactional, mediational, affective, and ecological–and their respective components. The results suggest that at the moment prior to the design of the didactic sequences, the reflections of the groups of future teachers are related only to some criteria, while, in the design of the proposed teaching and learning process, the units of analysis were related to all six criteria. With the results obtained, it is concluded that a future implementation and observation of the design of didactic sequences by the participants would allow the participants to consider more components of the criteria when reflecting. In addition, it is concluded that training that contemplates the criteria of didactic suitability, would also allow future teachers to deepen their reflections, guiding them with these tools.
A study of using metaphoric and beat gestures with motion-based and non-motion-based metaphors during retelling stories
(MDPI, 2022-04) Khatin-Zadeh, Omid; Farsani, Danyal; Reali, Florencia
In this paper, we classify metaphors into four categories: motion-based metaphors, static space-based metaphors, static object-based metaphors, and static event-based metaphors. Then, a study that investigated the use of gestures with these types of metaphors is reported. The aim was to examine how these types of metaphors are used with metaphoric and beat gestures during the process of re-telling stories. The participants of the study listened to three audio stories. Each story contained two motion-based metaphors, two static space-based metaphors, two static object-based metaphors, and two static event-based metaphors. After listening to each story, they had to retell the stories in front of a camera. The videos were analyzed to determine the number of metaphoric gestures and beat gestures that had been used by participants during the retelling of the stories. The results showed that the highest number of metaphoric gestures had been used with static space based metaphors. This was followed by motion-based metaphors, static object-based metaphors, and static event-based metaphors, respectively. On the other hand, the highest number of beat gestures was used with static event-based metaphors. These findings indicate that the use of metaphoric gestures and beat gestures accompanying metaphors is highly dependent on the spatial and motoric properties of the base of the metaphors, which supports the idea of embodied metaphor comprehension.
Teaching and learning of mathematics and criteria for its improvement from the perspective of future teachers: a view from the ontosemiotic approach.
(City University of New York, 2021) Breda, Adriana; Seckel, María José; Farsani, Danyal; Fernandes da Silva, José; Calle, Eulalia
The objective of this article is to identify the meaning attributed to the didactics of mathematics and what are the criteria with which an improvement in the teaching and learning process of mathematics is based, future teachers of mathematics, belonging to universities in three different countries (Brazil, Chile, and Ecuador). The qualitative analysis indicates that the majority of future teachers consider that the didactics of mathematics is a technical discipline that consists of providing strategies, resources, and procedures for teaching mathematics; few consider it as an art to teaching and almost none consider it as a scientific discipline that is concerned with studying the processes of teaching and learning mathematics. In addition, the results show that the criteria used by them, on how teaching and learning in this discipline can be improved, are focus, above all, in the cognitive, ecological, and emotional aspects and, to a lesser extent, to the interactional, mediational and epistemic. Finally, it is concluded that the improvement in teaching and learning is directly related to an improvement in the training programs of future mathematics teachers.
The impact of gestural representation of metaphor schema on metaphor comprehension
(De Gruyter Mouton, 2023) Khatin-Zadeh, Omid; Hu, Jiehui; Marmolejo-Ramos, Fernando; Farsani, Danyal
This study aimed to investigate how priming a metaphor by the gestural representation of its schema affects the understanding of that metaphor. In each of the two tests, different groups of participants were invited to judge the sensibility of the same 20 metaphors preceded by congruent versus incongruent gesture primes as compared to no prime. In the congruent gesture-prime conditions, each metaphor was preceded by a gesture that represented the schema of the subsequent metaphor whereas this gesture was not compatible with the schema of the subsequent metaphor in the incongruent gesture-prime conditions. Results showed that a higher proportion of sentences were judged to be sensible in the congruent gesture-prime conditions compared to no-prime and incongruent gesture-prime conditions. Also, response times of sensibility judgements were shorter in congruent gesture-prime conditions compared to no-prime and incongruent gesture-prime conditions. These results suggest that metaphor schema affects metaphor comprehension through the activation of metaphorically-relevant information and suppressing irrelevant information.
The roles of gestural and symbolic schematizations in inhibition as a component of executive functions
(Springer, 2023) Khatin-Zadeh, Omid; Farina, Mirko; Yazdani-Fazlabadi, Babak; Hu, Jiehui; Trumpower, David; Marmolejo-Ramos, Fernando; Farsani, Danyal
The role of gestural schematization in enhancing thinking processes has been the subject of a large body of works. In this process, contextually unimportant or irrelevant information related to a concept (or a system of concepts) is deleted or ignored, while relevant spatial information is maintained. This process is a special type of inhibition, which is one of the key components of executive functions. In this short paper, it is suggested that gestural schematization is a special type of symbolic schematization, a much more general process through which irrelevant information related to features of a concept (or a system of concepts) is suppressed, while relevant information (spatial and non-spatial) is maintained. Through symbolic schematization, abstract structural similarity between two concepts or between two systems of concepts can be discovered. In this way, an individual’s knowledge about the first situation can be generalized to the second situation. Symbolic schematization is the basis of abstraction, knowledge generalization, and knowledge development. This is particularly the case with abstract mathematical thinking. This proposal offers a picture of cognitive mechanisms through which knowledge of abstract mathematical concepts is created and developed in the mind.
Two fish moving in their seas: how does the body language of teachers show itself who teach mathematical equations?
(Universidad Luterana de Brasil, 2021) Rosa, Maurício; Farsani, Danyal
Background: “Culture hides much more than it reveals and, strangely enough, what it hides, it hides more effectively from its own participants” (Hall,1959,p.39). This quote corresponds well to a Persian proverb, also a well-known aphorism that has been widely cited in many ethnographic articles: “a fish will be the last to discover water.” Being immersed in water, surrounded by it, makes it invisible and almost impossible to perceive. In other words, we often do not know our interactional behaviour as mathematics teachers when we perform it in our usual and localised professional practice. Objective: To discuss mathematics teacher’s body language when teaching equations and thus perceive this language in terms of possible fruitful educational action when teaching equations in the classroom. Design: Qualitative methodology. Data collection and analysis: Based on theoretical references that deal with body language, corporeality, and perception, we analysed individually and comparatively the classes of two mathematics teachers who taught equations in Birmingham (United Kingdom) and Rolante (Brazil). Thus, particularly attentive to mathematical culture in the classroom and analysing the localised gestures in the teachers’ teaching of equations and the non-verbal behaviour, we can understand mathematics teaching through body movement, which often goes unnoticed. Results: We understand from the results of this research that perceiving the body language of mathematics teachers, which is produced with speech, gives us indications of the materialisation of the meanings attributed to the equation and how this will possibly affect the very constitution of the student’s mathematical knowledge, in terms of possible meanings attributed to each gesture. Conclusions: We consider that knowing the body language can favour the teacher’s teaching, i.e., metaphorically, knowing the sea can favour the fish to swim.

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