Repositorio UFT :: Examinando por Autor "Farsani, Danyal"

Examinando por Autor "Farsani, Danyal"

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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
Distributed embodiment of the persian term dæqi:qæn in forward gestures
(Springer, 2023-11-03) Khatin-Zadeh, Omid; Banaruee, Hassan; Farsani, Danyal; Hernandez-Barajas, Freddy; Farina, Mirko; Marmolejo-Ramos, Fernando
This study examined the embodied realization of the Persian term dæqi:qæn (exactly) when embodied through gestures. A group of thirty Persian native speakers were asked to express their opinions about six subjects in an interview setting. During the interview, the interviewer used some techniques to elicit the term dæqi:qæn from the participants. The types of gestures produced when participants used the term dæqi:qæn were analyzed. The results showed that the term dæqi:qæn was embodied primarily by forward hand gestures and to a lesser degree by forward head gestures. This suggests that a given term can be embodied across various parts of the body, but degree of realization of this embodiment process is not the same in all involved body parts. While some body parts are strongly involved and actively employed to embody a concept in gestures, other parts may be less involved or not involved at all. We call this process distributed embodiment. The term dæqi:qæn was strongly embodied in forward hand gestures, less strongly (but still significant) embodied in forward head gestures, and almost not embodied in the leg.
Embodiment and gestural realization of ergative verbs
(Springer, 2023-10-01) Khatin-Zadeh, Omid; Hu, Jiehui; Eskandari, Zahra; Banaruee, Hassan; Yanjiao, Zhu; Farsani, Danyal; Jiayong, He
In this study, we examined the gestural embodiment of active, passive, and active-form/passive-sense voices of ergative verbs in English. We analyzed gestures produced by presenters talking about a variety of subjects in a set of videos. We used several Chi-square tests to fnd out what type of gesture (representational, beat, and pointing gestures) co-occurred more frequently with active, passive, and active-form/passive-sense voices of ergative verbs. The results showed that representational gestures occurred more frequently with active than passive and active-form/passive-sense voices of ergative verbs. Furthermore, representational gestures occurred more frequently with active voices of ergative verbs having human subjects than non-human subjects. This was also the case with active-form/passive-sense sentences. Based on these results, it is suggested that form of a sentence is an infuential factor in the process of embodying the situation that is described by that sentence. Active voice of an English ergative verb is more likely to be accompanied by representational gestures and is embodied more strongly than passive and active-form/passive-sense voices of that verb.
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.
Gestural simulation of motion verbs
(University of Illinois Press, 2023) Khatin-Zadeh, Omid; Hu, Jeihui; Eskandari, Zahra; Yanjiao, Zhu; Farsani, Danyal; Banaruee, Hassan
We aimed to investigate how the path of a motion verb is mentally simulated and realized in gestures when it is encoded in path-joined motion verbs (e.g., “enter the house”), pathdisjoined motion verbs (e.g., “go into the house”), and pathless motion verbs (e.g., “walk in the street”). We conducted 2 studies to answer this question. In Study 1, we analyzed gestures produced by presenters in a set of YouTube videos. We used several chi-square tests to find out what type of gesture (path representational, non–path representational, beat, pointing gestures, and no-gesture) co-occurred more frequently with path-joined, path-disjoined, and pathless motion verbs. In Study 2, we analyzed gestures produced by a group of participants in a story-retelling setting. Both studies showed that path representational gestures co-occurred more frequently with path-joined motion verbs than path-disjoined and pathless motion verbs. Furthermore, the probability of using a path representational gesture with a path-joined motion verb having a human subject was higher than that having a nonhuman subject. Although the language difference in Study 1 and Study 2 might be a limitation, the consistency of results of the 2 studies suggests that the findings are generalizable. We suggest that gestural simulation of a motion verb is affected by how the direction or path of motion is encoded in the verb. When the path of motion is encoded in the main part of the verb, the motion and its path or direction are simultaneously simulated. This account implies that the motor system plays an active role in the process of simulating the path.
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.
Making visible “the invisible”: Can mathematics embedded in work practices enable critical questioning?
(Elsevier, 2023-02-09) Bose, Arindam; Farsani, Danyal
This short report explores and unpacks mathematical knowledge embedded in work practices (which often remains invisible or sedimented) and how this ‘invisible’ knowledge-form underpins sociocultural resources and issues. In so doing, this report argues that the middle graders’ awareness of embedded mathematical knowledge in work practices not only creates opportunities and affordances for furthering mathematics learning but in the process, this awareness builds potential for enabling the doers to see the “invisible,” leading to a possibility of questioning the complex societal meaning of justice, fair distribution, welfare and access. This possibility of questioning plays a dual relationship of cause and effect with doers’ (read learners’) foregrounds (see Skovsmose, 2014) and creates a platform which enables and empowers them for critical questioning. This broad platform is referred to as “landscapes of investigation” (Skovsmose, 2001). There is not much research in the literature which uses instances of income-generating work practice as examples of landscapes of investigation for exemplifying out-of-school mathematical knowledge of children immersed in such work-contexts and also as possible tools for manifesting and investigating societal issues. In this report, we use examples of out-of-school work contexts and the community’s rich cultural knowledge resource for responding to this gap in the literature.
Metaphores of time across cultures
(Springer, 2023-05-17) Khatin-Zadeh, Omid; Banaruee, Hassan; Reali, Florencia; Tirado, Carlos; Ruiz-Fernández, Ssusana; Yamada, Yuki; Wang, Ruiming; Nicolas, Robin; Khwaileh, Tariq; Szychowska, Malina; Vestlund, Johanna; Correa, Juan C.; Farsani, Danyal; Butcher, Natalie; Som, Bidisha; Volkonskii, Ivan; Plevoets, Koen; Marmolejo-Ramos, Fernando
TIME is a highly abstract concept and prevalent in languages worldwide. Cross-cultural and cross-linguistic research suggests that TIME is embodied dissimilarly in different languages. Still the literature has not received sufficient attention in examining the differences. This study aimed to identify and compare how TIME is metaphorically represented and embodied worldwide. We investigated 14 languages; Arabic, Assamese, Chinese, English, Finnish, French, German, Japanese, Kikuyu, Persian, Polish, Russian, Spanish, and Swedish, which represent nine language families. The metaphors were categorized conceptually as TIME IS AN ORGANISM, TIME IS MOTION, TIME IS SPACE, and TIME IS A VALUABLE COMMODITY. We employed a two-part paper-based task. The first part consisted of generation of metaphor items and the second part consisted of a valence rating task. The key variables considered were 'metaphor category' and 'language family' while controlling for demographic variables such as gender, age and handedness. Data from 513 participants were collected. Results showed a significant association between language categories and the valences of time metaphors. The data of this study suggest that within the languages of a certain category, there might be some similarity between the valences of words that are used to realize a given conceptual metaphor.
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.
Schematic embodiment of perseverance in persian
(Springer, 2024-12-04) Khatin-Zadeh, Omid; Jiehui, Hu; Eskandari, Zahra; Banaruee, Hassan; Farsani, Danyal
A group of Persian speakers were asked to talk about the concept of perseverance in semi-structured interviews. Gestures that participants used to talk about this concept were analyzed. The results showed that the concept of perseverance was primarily embodied in upward head gestures, fist-shaped hand gestures, forward hand gestures, and forward leg gestures. In a significant number of cases, these four elements occurred together. This suggests that the embodiment of perseverance can be distributed in several gestures in several body parts. Although these gestures had different directions in various body parts, the pattern of occurrence of these gestures was the same in a significant number of cases. We call this process schematic embodiment. These four elements create a gestural scheme that represents the embodied realization of perseverance. We define gestural scheme as a set of dynamic, sequential, and coordinated gestures that collectively represent a concept or an event.
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.

Examinando por Autor "Farsani, Danyal"

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