Transmedia narratives in the teaching and learning of mathematics: challenges in the practice of the teacher as an orchestrator
DOI:
https://doi.org/10.1344/der.2023.43.101-113Keywords:
Contextualized mathematics, learning, transmedia narratives, teacher as an orchestratorAbstract
The use of digital technologies as a support to the learning process may contribute to a more dynamic and participatory way of developing knowledge. Transmedia narratives assume characteristics congruent with this by facilitating the incorporation of educational methodologies that foster learning skills in interaction with digital devices during the exploration of a narrative. Simultaneously, in the case of mathematics, many students interpret the subject without connecting it to their social context and, therefore, do not understand its applicability and usefulness in the real world. This article presents a literature review related to these concepts and their interplay in mathematics learning. It also tries to explore how these approaches may affect teachers’ practices as orchestrators and facilitators of learning, as well as to how they impact the difficulties imposed by the incorporation of digital technology in educational contexts. Finally, we discuss the impact of transmedia narratives in the attempt to motivate students and draw them closer to the subject of mathematics.
References
Araman, E. M. de O., Serrazina, M. D. L., & Ponte, J. P. da. (2019). “Eu perguntei se o cinco não tem metade”: ações de uma professora dos primeiros anos que apoiam o raciocínio matemático. Educação Matemática Pesquisa: Revista Do Programa de Estudos Pós-Graduados Em Educação Matemática, 21(2), 466–490. https://doi.org/10.23925/19833156.2018v21i2p466-490
Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115, 69-81.
Branco, E., & Costa, F. (2013). Narrativas transmédia : criação de novos cenários educativos. (July).
Camacho, M., & Esteve, F. (2016). Estudio: Dispositivos móviles en Educación y su impacto en el aprendizaje. Samsung Smart School 2015-16. Madrid: Samsung. ISBN: 978-84-945619-9-3.
Dillenbourg, P. (2013). Design for Classroom Orchestration. Computers & Education, 69, 485-492.
Dillenbourg, P. (2016). The evolution of research on digital education. International Journal of Artificial Intelligence in Education, 26(2), 544–560.
Fernandes, Dárida M. 25 jan. 2018. "Sendas de sucesso com o “método de Singapura” – parte 3" OZARFAXINARS, 1 - 10. ISSN 1645-9180
Ferreira, M. (2016). Sapo Campus: aprendizagem, ensino e pessoas em rede (Tese de Doutoramento). Universidade de Aveiro, Portugal. Disponível em http://hdl.handle.net/10773/15855.
Ferreira, R., & Pereira, L. (2018) Narrativas Transmídia E Gamificação: Criação De Novos Cenários Educativos Através Da Intermediação Tecnológica No Ensino Médio. https://doi.org/10.17143/ciaed/xxivciaed.2018.10849
Fleming, L. (2013). Expanding Learning Opportunities with Transmedia Practices: Inanimate Alice as an Exemplar, 370–377.
Fontaine, A. M. (2007). Motivação em Contexto Escolar. Lisboa: Universidade Aberta.
Gwen, R. (2010). Guidance notes on planning a systematic review. James Hardiman Library.
Jesus, S. (2008). Estratégias para motivar os alunos. Educação, 31(1). Retrieved from http://www.redalyc.org/html/848/84806404/
Kindt, M. (2004). Positive Algebra. A collection of produtive exercises. Utrecht: Freudenthal Institut.
Loertscher, D. V, & Woolls, B. (2014). Transmedia Storytelling as an Education Tool. IFLA 2014 LYON, 1–13. Retrieved from http://library.ifla.org/881/
Lubbe, W., Ham-Baloyi, W. ten, & Smit, K. (2020). The integrative literature review as a research method: A demonstration review of research on neurodevelopmental supportive care in preterm infants. Journal of Neonatal Nursing, 26(6), 308–315. https://doi.org/10.1016/j.jnn.2020.04.006
Mata-Pereira, J., & Ponte, J. P. da. (2018). Promover o Raciocínio Matemático dos Alunos: uma investigação baseada em design. Bolema: Boletim de Educação Matemática, 32(62), 781–801. https://doi.org/10.1590/1980-4415v32n62a02
McCarthy, E., Tiu, M., & Li, L. (2018). Learning Math with Curious George and the Odd Squad: Transmedia in the Classroom. Technology, Knowledge and Learning, 23(2), 223–246. https://doi.org/10.1007/s10758-018-9361-4
Nogueira, L. G. F., Medeiros, A. C. T. de, Bittencourt, G. K. G. D., & Nóbrega, M. M. L. da. (2016). Diagnósticos, resultados e intervenções de enfermagem ao idoso com diabetes: estudo de caso. Online Brazilian Journal of Nursing, 15(2). https://doi.org/10.17665/1676-4285.20164964
Pantaleão, P. D. F., & Veiga, H. M. da S. (2019). Bem - Estar No Trabalho: Revisão Sistemática Da Literatura Nacional Na Ultima Década. Holos, 5, 1–24. https://doi.org/10.15628/holos.2019.7570
Pedro, A., & Matos, J. F. (2019). Competências Dos Professores Para O Século Xxi: Uma Abordagem Metodológica Mista De Investigação. Revista E-Curriculum, 17(2), 344–364. https://doi.org/10.23925/1809-3876.2019v17i2p344-364
Prestridge, S. (2017). Examining the shaping of teachers’ pedagogical orientation for the use of technology. Technology, Pedagogy and Education, 26(4), 367-381.
Prieto, L., Dlab, M., Gutiérrez, I., Abdulwahed, M., & Balid, W. (2011). Orchestrating technology enhanced learning: a literature review and a conceptual framework. International Journal of Technology Enhanced Learning, 3(6), 583-598.
Ramos, F., & Moreira, A. (Orgs.) (2014). Uso das Tecnologias da Comunicação no Ensino Superior Público Português - Análise, Sistematização e Visualização de Informação nas Perspetivas Institucional e Docente. Aveiro: UA Editora.
Scolari, C. A. (2016). Estrategias de aprendizaje informal y competencias mediáticas en la nueva ecología de la comunicación Transmedia Literacy Informal Learning Strategies and Media Skills in the New Ecology of Communication. Revista TELOS (Cuadernos de Comunicación e Innovación), 1–9. Retrieved from https://telos.fundaciontelefonica.com/DYC/TELOS/LTIMONMERO/DetalleArtculo_103TELOS_AUTINV/seccion=1288&idioma=es_ES&id=2016030812060001&activo=6.do
Sharples, M. (2013). Shared Orchestration within and beyond the classroom. Computers & Education, 69, 504-506.
Shirky, C. (2014). Why I Just Asked My Students To Put Their Laptops Away. Retrieved from https://medium.com/@cshirky/why-i-just-asked-my-students-to-put-their-laptops-away-7f5f7c50f368
Smith, B. K., Borge, M., Mercier, E., & Lim, K. Y. (Eds.) (2017). CSCL 2017 - Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning. June 18-22, 2017, Philadelphia, USA.
Souza, M., Silva, M., & Carvalho, R. (2010). Revisão Integrativa versus Revisão Sistemática. Reme: Revista Mineira de Enfermagem, 8(1), 102–106.
Sung, Y., Chang, K., & Liu, T. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275.
Tchounikine, P. (2013). Clarifying design for orchestration: Orchestration and orchestrable technology, scripting and conducting. Computers & Education, 69, 500-503.
Torraco, R. J. (2016). Writing Integrative Literature Reviews: Using the Past and Present to Explore the Future. Human Resource Development Review, 15(4), 404–428. https://doi.org/10.1177/1534484316671606
Uman, L. (2011). Systematic reviews and meta-analyses. Clinical Research Methods for Surgeons, (February), 311–325. https://doi.org/10.1007/978-1-59745-230-4_18
Unesp. (2015). Tipos de revisão de literatura. Faculdade de Ciências Agronomicas UNESP Campus de Botucatu, 9. Retrieved from http://www.fca.unesp.br/Home/Biblioteca/tipos-de-evisao-de-literatura.pdf
Wedemeyer, C. (1981). Learning at the Back Door: Reflections on Non-Traditional Learning in the Lifespan. Madison, WI: The University of Wisconsin Press.
Zancanaro, A., Todesco, T., & Ramos, F. (2015). A Bibliometric Mapping of Open Educational Resources. IRRODL-International Review of Research in Open and Distributed Learning, 16(1). Disponível em http://www.irrodl.org/index.php/irrodl/article/view/1960/3246
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Digital Education Review
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
- In order to mention the works, you must give credit to the authors and to this Journal.
- Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
