Ethnomathematical research and drama in education techniques: developing a dialogue in a geometry class of 10th grade students

Charoula Stathopoulou, Panagiota Kotarinou, Peter Appelbaum



Ethnomathematical research, together with digital technologies (WebQuest) and Drama-in-Education (DiE) techniques, can create a fruitful learning environment in a mathematics classroom—a hybrid/third space—enabling increased student participation and higher levels of cognitive engagement. This article examines how ethnomathematical ideas processed within the experiential environment established by the Drama-in-Education techniques challenged students’ conceptions of the nature of mathematics, the ways in which students engaged with mathematics learning using mind and body, and the ‘dialogue’ that was developed between the Discourse situated in a particular practice and the classroom Discourse of mathematics teaching. The analysis focuses on an interdisciplinary project based on an ethnomathematical study of a designing tradition carried out by the researchers themselves, involving a search for informal mathematics and the connections with context and culture; 10th grade students in a public school in Athens were introduced to the mathematics content via an original WebQuest based on this previous ethnomathematical study; Geometry content was further introduced and mediated using the Drama-in-Education (DiE) techniques. Students contributed in an unfolding dialogue between formal and informal knowledge, renegotiating both mathematical concepts and their perception of mathematics as a discipline.


Key words:



Η εθνομαθηματική έρευνα, σε συνδυασμό με ψηφιακές τεχνολογίες και τεχνικές δραματικής τέχνης, μπορούν να δημιουργήσουν ένα γόνιμο περιβάλλον στην τάξη των μαθηματικών—έναν υβριδικό χώρο—ενθαρρύνοντας μεγαλύτερη συμμετοχικότητα των μαθητών. Στην εργασία αυτή, εξετάζεται πώς οι εθνομαθηματικές ιδέες και ο βιωματικός χαρακτήρας των Τεχνικών του Δράματος στην Εκπαίδευση ‘προκαλούν’: την αντίληψη των μαθητών για τη φύση των μαθηματικών, τον τρόπο που οι μαθητές εμπλέκονται στη μάθηση των μαθηματικών χρησιμοποιώντας σώμα και μυαλό, καθώς και το διάλογο που αναπτύσσεται ανάμεσα στο Λόγο το συνδεδεμένο με συγκεκριμένες πρακτικές και το Λόγο της σχολικής τάξης. Αναλύεται ένα διαθεματικό πρότζεκτ βασισμένο σε εθνογραφική έρευνα σχετικά με μια σχεδιαστική παράδοση —:μελέτη των άτυπων μαθηματικών και της σύνδεσής του με την κουλτούρα και το πλαίσιο— και στην εφαρμογή ενός WebQuest  σε μαθητές 1ης  Λυκείου σε ένα δημόσιο σχολείο της Αθήνα, με τις τεχνικές της ΔΤΕ να διαμεσολαβούν τη διδασκαλία της γεωμετρίας. Δημιουργώντας ένα τέτοιο περιβάλλον οι μαθητές είχαν τη ευκαιρία να συμβάλλουν σε έναν διάλογο που αναπτύχθηκε ανάμεσα σε τυπική και άτυπη γνώση και να επαναδιαπραγματευτούν μαθηματικές έννοιες, καθώς και την αντίληψή τους για τη φύση των μαθηματικών.

Palabras clave

Ethnomathematics; Geometrical Notions; WebQuest; Drama-in-Education; Third Space; Εθνομαθηματικά; Γεωμετρικές έννοιες; WebQuest; ‘Δραματική Τέχνη στην Εκπαίδευση’; Τρίτος/Υβριδικός χώρος

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