"A Bank on Every Corner": Students' Sense of Place in Analyzing Spatial Data [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Lim, Vivian; Hall-Wieckert, Maren; Rubel, Laurie
Titel	"A Bank on Every Corner": Students' Sense of Place in Analyzing Spatial Data [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Spatial Ability; High School Students; Maps; Social Justice; Audio Equipment; Concept Formation; Mathematical Concepts; Educational Technology; Technology Uses in Education; Group Discussion; Teaching Methods; Institutions; Banking + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Map; Karte; Soziale Gerechtigkeit; Audio-CD; Concept learning; Begriffsbildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Gruppendiskussion; Teaching method; Lehrmethode; Unterrichtsmethode; Bankgeschäft
Abstract	This paper describes the role of sense of place in students' analysis of spatial data toward understanding the distribution of financial services in their city. High school students participated in a 10-session module about their city's two-tiered financial system of banks and alternative financial institutions. The paper analyzes two class sessions organized around the use of ratios, or intensive variables, to understand the distribution: an embodied distribution activity atop a large floor map and individual exploration of scalable, data-rich digital maps. Analysis investigates the role of students' sense of place as they grappled with these ratios. Students drew on their senses of place to interpret data and generate their own sets to associate in ratios. Abstract measures and data visualizations contained in the digital maps were less accessible to students in this iteration of the module. [For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01