Manifestations of Middle School Learners' Problematization Activity Using Flatland as a Case of Alternative Perspective

• In Event: Classroom Interventions and Student Mathematics Learning

Abstract

In order to address concerns with the underrepresentation of spatial thinking in K-12 curricula, the author designed a learning environment integrating cases as alternative perspective (Jonassen, 2011) in the context of eighth-grade mathematics. Among the seventy cases, Flatland: The Movie (Johnson & Travis, 2007) and Flatland: A Romance of Many Dimensions (Abbott, 1885/1991) operated as sources for learners’ mathematization activity. This paper shares phenomenological manifestations of learners’ experiences, focusing on their problematization of space and perspective concepts. Learners’ problematization was captured as classroom discourse, student blog postings, and phenomenological interviews. Data indicates that Flatland acted as a provocation tool, led to impasses, and acted as a source for questions and conjectures.

Author

• Keri Duncan Valentine, West Virginia University