Design-based JDM Research

Design-Based JDM Study

Program Period: 2016/07-2017/06, 2017/07-2018/06
Program Facilitators: Yang, Kai-Lin; Hsu, Hui-Yu; Lee, Yuan-Shun; Wang, Ting-Ying ; Cheng, Ying-Hao; Chen, Chien-Cheng

Origins

  • 2014 Professor Lin Fulai’s first Grounding Activity
  • In 2015, we applied for the Ministry of Education’s “JUST DO MATH” program.

Objectives：

1. To enhance the confidence and interest of our students in learning mathematics.
2. To improve the learning effectiveness of low-achieving students in mathematics.

Strategy: Mathematics Grounding Activities

Implementation: 1) Activity design; 2) Activity teacher training; 3) Activity camps

Impact: Another Ministry of Education commissioning program for two classes and three groups for adaptive teaching (development of construction activities)

  • Continued to design and promote “Math Grounding Activities” in 2017

Joined: designer workshops, activity teacher training camps

The Ministry of Science and Technology’s “Learning Mathematics” program

Originated from the master program: three common research goals

  1. to produce and evaluate the effectiveness of the grounding activity modules
  2. to evaluate the effectiveness of workshops for activity teachers, instructors, and designers
  3. to develop a professional learning model for activity teachers, designers, activity teacher instructors, and designer trainers

Master Program: Framework and Research Questions

1. how to produce and evaluate the effectiveness of the foundational activity modules? (Sub-programs 1 and 2)
2. How to evaluate the effectiveness of a good fun math camp? (Sub-programs 1, 2, 3, 5)
3. how to evaluate the effectiveness of activity teacher workshops? (Sub-programs 3, 5)
4. How to evaluate the effectiveness of the Designer’s Workshop? (Sub-programs 4, 6)
5. What are the professional differences between activity teachers and designers? (Sub-programs 3, 4)
6. what are the professional differences between activity teacher lecturers and designer trainers? (Sub-programs 5, 6)

The importance of JUST DO MATH (JDM) and innovation

  • Importance

Solve the problem of math education: good grades but still don’t like to learn math, big gap in students’ performance in the world

  • Innovation (compared to the existing literature)

1. Application Oriented

Activity Goal: The goal of this activity is not to practice or apply The mathematics learned, but to develop The mathematics to be learned.
Activity Principle: “Active” reflective abstraction (motivation to learn, recallable concrete experiences, self- and other-adjustment)
Activity Path: A coherent learning activity that takes into account both the “macro and the micro”, from before to during the lesson.

2. Theory orientation

Grounding Activities Design Theory = Miss*Mr. Grounding learning Theorying
Multiple “interactions” between the roles of activity teachers, activity presenters, designers, and design educators
The “continuous” professional development mechanism: from implementation → design → reflective practice → professional development