Communicating 3D Space - from Natural Language of Everyday Life to Conventional Language of Mathematics

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F16%3AA1801MS7" target="_blank" >RIV/61988987:17450/16:A1801MS7 - isvavai.cz</a>

Výsledek na webu

<a href="https://library.iated.org/publications/ICERI2016" target="_blank" >https://library.iated.org/publications/ICERI2016</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Communicating 3D Space - from Natural Language of Everyday Life to Conventional Language of Mathematics

Popis výsledku v původním jazyce

We proceed from an extensive experiment carried out by ourselves, in which we let children (aged 5-6) with no experience of the conventional language used to describe three-dimensional objects to graphically and verbally describe a cube structure. Children worked in pairs (drawer - builder), without direct sight of each other. The goal of the drawer was to depict a structure made out of six differently colored cubes on paper, so that the builder could use it as a plan to build the same structure on their own. If the builder failed to do so, the drawer either verbally described the mistakes in the builder's structure, modified the original depiction, etc. so the builder could build it again. The experiment demonstrated that many children are able to take their everyday natural language using a directed communication about a specific mathematical object and use it to build the basics of a conventional language and further develop it in the same manner. We then introduce the results of the same experiment carried out with a group of adults (aged 19-22), who had been at various rates introduced to conventional languages used to describe the three-dimensional space. In this experiment, we did not examine the ability of adults to create a conventional language, but focused on comparing the similarities and differences of their results with the results of the experiment carried out with children, and on possible generalizations of common prototypes of understanding some spatial aspects. We emphasize and demonstrate the considerable potential of creating a conventional language of mathematics in the direction from the pupil to the language (the pupil has a need to create the language) and not the other way round from the language to the pupil (the pupil is provided with a ready-made language) which has been common for the Czech education system until recently.

Název v anglickém jazyce

Communicating 3D Space - from Natural Language of Everyday Life to Conventional Language of Mathematics

Popis výsledku anglicky

We proceed from an extensive experiment carried out by ourselves, in which we let children (aged 5-6) with no experience of the conventional language used to describe three-dimensional objects to graphically and verbally describe a cube structure. Children worked in pairs (drawer - builder), without direct sight of each other. The goal of the drawer was to depict a structure made out of six differently colored cubes on paper, so that the builder could use it as a plan to build the same structure on their own. If the builder failed to do so, the drawer either verbally described the mistakes in the builder's structure, modified the original depiction, etc. so the builder could build it again. The experiment demonstrated that many children are able to take their everyday natural language using a directed communication about a specific mathematical object and use it to build the basics of a conventional language and further develop it in the same manner. We then introduce the results of the same experiment carried out with a group of adults (aged 19-22), who had been at various rates introduced to conventional languages used to describe the three-dimensional space. In this experiment, we did not examine the ability of adults to create a conventional language, but focused on comparing the similarities and differences of their results with the results of the experiment carried out with children, and on possible generalizations of common prototypes of understanding some spatial aspects. We emphasize and demonstrate the considerable potential of creating a conventional language of mathematics in the direction from the pupil to the language (the pupil has a need to create the language) and not the other way round from the language to the pupil (the pupil is provided with a ready-made language) which has been common for the Czech education system until recently.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

ICERI2016 Proceedings

ISBN

978-84-617-5895-1

ISSN

2340-1095

e-ISSN

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Počet stran výsledku

7

Strana od-do

3209-3215

Název nakladatele

IATED Academy

Místo vydání

Seville, Spain

Místo konání akce

Seville

Datum konání akce

14. 11. 2016

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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