Academic literature on the topic 'Mathematics to Drama'
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Journal articles on the topic "Mathematics to Drama"
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Lamihhane, Basanta Raj, Niroj Dahal, and Binod Prasad Pant. "Drama-Based Pedagogy: Ways of Engaging in Mathematics Learning." Mathematics Education Forum Chitwan 8, no. 1 (December 6, 2023): 1–10. http://dx.doi.org/10.3126/mefc.v8i1.60377.
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Mathematics education program always falls under public criticism because of being unable to produce desirable outcomes. From the beginning of formal mathematics education programs in Nepal, mathematics teaching-learning activities have been dominated by the informing and pouring pedagogy for preparing final examinations. Mathematics curricula, contents and pedagogical activities have not bridged the gap between official (formal) mathematics and the learners' lifeworld practices that support creating the mathematical 'Othering'. Likewise, mathematics education programs become unclaimed entity at the crossroads in which no one is willing to take sole responsibility and ownership of the programs but orienting to blame others. Such a blaming culture restrains engaged teaching-learning activities. Against this backdrop, this argumentative paper argues for incorporating the DBP in the mathematics classroom to create an engaged teaching-learning environment. We have metaphorically captured the five significant theoretical features of DBP as/for contextual learning, academic enhancement, reflective practice, agentic development and social wellbeing. Finally, we have briefly described the implications of DBP in mathematics classrooms.
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Giorgi, Edoardo. ""La parola “progresso”: c’è vita oltre la morte? C’è vita oltre la guerra? "." Studia Universitatis Babeș-Bolyai Philologia 67, no. 4 (December 20, 2022): 357–77. http://dx.doi.org/10.24193/subbphilo.2022.4.18.
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"The Word ""Progress"": Is There Life Beyond Death? Is There Life Beyond War? This article’s purpose is to analyze as thoroughly as possible one of the most interesting dramas of the well-known French-Romanian dramatist Matei Vişniec. This work is based on some of the most horrible events that happened during and after the Yugoslavian wars and it narrates a global experience – on many semantic levels and utilizing hermeneutical instruments – throughout the story of a single family, making, in the process, stand out in a clearer way the rich relations between the living and the phantasmatic category of the “living-dead” that continues to communicate with the former. I’ve operated, to shed a light on those phenomena, an analysis based on some anthropological studies that take in exam the violence’s dynamics, but also, of course, I’ve used many auxiliary studies published in Italy and France, that analyze more in detail the drama in question. But the peculiarity of my study is to apply some of the anthropological aspects of war and to collocate this work in the context in which it belongs, demonstrating also how the dramatist has done some thorough research before composing the drama. Keywords: drama, Yugoslavian wars, physical dispossession, “wild capitalism” "
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Marisya, Susanti, and Zuraida Chairani. "Penggunaan Metode Mind Maping Dalam Pembelajaran Menulis Teks Drama." Jurnal Ilmiah Pendidikan Scholastic 7, no. 1 (April 18, 2023): 42–47. http://dx.doi.org/10.36057/jips.v7i1.581.
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Penelitian ini dilatarbelakangi oleh kesulitan siswa dalam pembelajaran menulis teks drama. Siswa lebih menyukai untuk bermain peran dari naskah yang telah ada daripada menulis teks drama. Hal ini lah yang menjadikan pembelajaran menulis teks drama kurang diminati oleh siswa. Siswa juga kurang mampu dalam menyusun ide/ gagasan dalam bentuk tulisan secara sistematis. Banyak dari tulisan mereka yang tidak efektif dan berbelit-belit dari segi alur ceritanya. Beberapa penelitian lain juga menunjukkan bahwa menulis teks drama sulit dan mengalami beberapa kendala. Seperti penelitian yang dilakukan oleh Kusumawati, dkk (2016) dalam Jurnal pendidikan bahasa dan sastra Indonesia. penelitian tesebut menyatakan bahwa pembelajaran menulis teks drama mengalami beberapa kendala baik dari faktor siswa maupun guru. Penelitian ini merupakan penelitian kuantitatif deskriptif. Penarikan sampel dilakukan dengan tenik random sampling dengan jumlah 19 sampel. Data dianalisis dengan Pertama, memeriksa hasil kerja siswa sesuai dengan rubrik penilaian menulis teks drama. kedua, menentukan skor menulis teks drama. Ketiga, mengubah skor menjadi nilai. Keempat, menentukan nilai rata-rata hitung. Kelima, mendeskripsikan kemampuan menulis teks drama. Keenam, memberikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan siswa dalam menulis teks drama dengan menggunakan metode mind maping memperoleh nilai rata-rata 80,70. Berada pada rentang 76-85% dengan kualifikasi baik. Penggunaan mind maping terbukti efektif dan inovatif dalam pembelajaran menulis teks drama.
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ERSOY, Esen. "Polygons Teaching Through Creative Drama in Mathematics Teaching." American Journal of Educational Research 2, no. 6 (June 1, 2014): 372–77. http://dx.doi.org/10.12691/education-2-6-7.
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Coleman, Claire Marie, and Tim Lind. "Calculating for creativity: Maths joins the circus." Waikato Journal of Education 25 (November 24, 2020): 85–99. http://dx.doi.org/10.15663/wje.v25i0.717.
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Following recent increases in the diversity of students, technologies, pedagogies and environments, New Zealand classrooms are sites of growing complexity. Tasked with covering a broad range of disciplines within each school day, opportunities for subject integration are of increasing value to busy teachers. Developing upon a previous piece of research (Coleman & Davies, 2018), this project sought to gain student engagement in mathematics through a dramatic framework. A key factor in developing adaptable, responsive and capable learners, creativity is an area of intense educational interest and yet substantial confusion (Jefferson & Anderson, 2017). Focusing upon the activation of students’ creative capacities through drama, this project offers suggestions for future praxis and the development of classrooms that invite creativity.
We began by establishing a fictional pre-text closely related to their earlier studies of insects. Recruited to assist Professor Lee—a flea circus owner, with the redesign of her circus, this pretext deliberately offered opportunities for mathematics integration. When planning we predicted the need for students to engage with numbers and measurement, yet remained responsive to opportunities arising from the drama or instigated by the students themselves. Over the five drama-maths sessions, we collaborated with students both in and out of role, to design, plan and prepare a new cockroach circus extravaganza. We generated data for the research through reflective journal entries, student work, drama based research and focus groups. Our findings indicate an enthusiasm for the use of drama to engage students and make mathematics meaningful and highlight the vital elements for collaboration and creativity. Three distinct elements appear crucial to engaging in an effective drama-maths unit: a sense of unity in pursuing a common goal, the value of the affective and embodied elements associated with drama, and cultivation of skills for collaboration. While this project bolsters existing rhetoric surrounding STEAM integration, it advocates for further development around existing notions of collaboration for 21st century learning.
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Liisa Eriksson, Sirkka, and Johanna Vainio. "Bagdad – Mathematics from here to eternity exhibition." Lumat: International Journal of Math, Science and Technology Education 2, no. 1 (January 30, 2014): 17–46. http://dx.doi.org/10.31129/lumat.v2i1.1080.
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Bagdad – Mathematics from here to eternity is an exhibition produced by Swedish Navet Sicence Center that was held in Museum Centre Vapriikki in Tampere 11 April–31 May 2013. The Bagdad exhibition was a fascinating journey to the history of mathematics guided by few historical mathematicians. Al-Khwarizmi, Hypatia, Sofia Kovalevskaya, Archimedes, Brahmagupta and other mathematical masters led the audience to the world of mathematics through drama, games and different problems to be solved. Each exhibition session lasted an hour and a half and included introduction, problems to be solved together and in groups, and individual activities. The introduction was in the form of drama and guided the audience to the mathematical problems. After the introduction, a mathematical problem was solved in groups. After that the audience had the opportunity to explore the tent and games and problems inside of it. At the end, the audience pondered and solved a mathematical problem together.
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Hestiyani Parai, Anastasya Wahyudanti Saputri, and Lina Kartika Sari. "Development of Drama Studies Teaching Material Based on 21st Century Skills and It for Students of Indonesian Language and Literature Education Study Program, Faculty of Language and Arts, Universitas Negeri Jakarta." Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia 6, no. 2 (December 28, 2022): 173–82. http://dx.doi.org/10.21009/aksis.060208.
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This research will develop a model of teaching materials for drama studies courses based on 21st century skills and ICT. The purpose of this research is to develop teaching materials for drama studies so that graduates of the Indonesian Language and Literature Education Study Program are able to understand drama study material according to the applicable curriculum and are able to implement it in schools. Preliminary research, first analyzing the need for teaching materials for drama studies courses for students. The results of this research are to develop and obtain teaching materials for drama studies based on 21st century skills and ICT for Indonesian language education study program students.
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Gülderen, Alacapınar, and Hatice Uysal. "A meta-analysis of the effectiveness of the method of creative drama in math courses in regard to student scores in achievement, attitude and retention." Research in Pedagogy 10, no. 2 (2020): 265–84. http://dx.doi.org/10.5937/istrped2002265g.
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In this study, pretest-posttest control group design thesis in experimental models was investigated by meta-analysis for preschool , primary and secondary school mathematics classes based on creative drama method, between years 2000-2020 which are accepted by universities in Turkey. 3doctoral theses and 20 master's theses that are suitable for the problem of this research and have sufficient statistical data were included in the meta-analysis. In the analysis of data, meta-analysis of transaction effectiveness was used. In this study, the effect of creative drama method on students' academic achievement, retention(remembering) and affective (attitude) scores were examined. As a result of meta-analysis calculations, the effect size value of creative drama method on students' academic achievement scores was 0.926, the effect size on retention scores was 1.414 and the effect size value on attitude scores was 0.600. These values determined as a result of the analysis; shows that the effect size is wide for academic success and retention and medium for attitude. According to these findings, the academic success and retention of creative drama method in preschool and elementary mathematics lessons is wide; it can be said that it affects attitude at a moderate level significantly.
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Tong, Enyue, and Li Liu. "Research on the Theater of Absurd." Arts Studies and Criticism 4, no. 1 (July 13, 2023): 1. http://dx.doi.org/10.32629/asc.v4i1.1210.
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This essay aims to do research on one of the most important modern drama movements in Europe — the Theater of Absurd, through doing the background research at first and then comparing works of the same type and period including Nobel Prize work. The authors want more people to get to appreciate the art form of Absurd Drama which precisely reveals very serious social issues fundamentally but through vivid and very comic form. That’s quite novel and classic! After researching on the wide ranges of drama movements in the same period like Environmental Theater, Theater of the Oppressed (TO), Epic Theater, and even Music theater like Off-Off Broadway, the authors finally chose to conduct in-depth research on the Absurd Theater. The background research includes but not limited to the period from1950s to the late 1980s in Europe, and elaborates the development of absurd theory in detail. This paper is represented by Ionesco’s famous drama — Rhinoceros, conducting research from the perspectives of forms, themes, literature technologies and moral to show readers what absurd drama is and its characteristics. Different histories can lead to different forms of literary works including drama. We should always constantly explore new forms of Drama which is extremely interesting and challenging!
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Tshuma, Tholani, and Eunice Nyamupangedengu. "Drama in the Science Classroom: Reimagining the Teaching of Natural and Life Sciences." Educational Research for Social Change 13, no. 1 (May 9, 2024): 18–33. http://dx.doi.org/10.17159/2221-4070/2023/v13i1a2.
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The low levels of interest by students in science, technology, engineering, and mathematics (STEM)-related subjects and work is a challenge that needs to be resolved. And research has shown that arts-based, participatory, and humanistic methodologies-when integrated with the teaching of STEM subjects-have the potential to stimulate student interest, facilitate epistemological access, and hence, improve performance. Thus, in this self-study research paper, two science teacher educators share and reflect on their observations and experiences of using an arts-based teaching methodology (drama) in teaching science concepts and socio-scientific issues to pre-service teachers training to be high school teachers. Drama activities were used to teach the concepts of diffusion, DNA structure, meiosis, and a socio-scientific issue associated with albinism in African communities. Data were collected through the development of drama scripts, journaling observations, reflections, and discussions with a critical friend. Insights from the study show that the integration of drama into the science classroom creates opportunities for social interaction, for recognising students' active participation in their own learning, for power sharing, and for promoting engagement (cognitive, affective, and physical) that leads to the construction of new knowledge. In addition, drama pedagogy humanises science subject matter by showing its relevance and catering for varied learning styles. And drama ignites enthusiasm in students by invoking their innate sense of wonder. Consequently, adopting a STEAM (science, technology, engineering, arts, and mathematics) approach to teaching STEM subjects enriches epistemological access to scientific disciplines because such unconventional pedagogical strategies humanise abstract concepts, thereby increasing the likelihood of student success in these fields. There is, however, a need for heightened alertness in the teacher in order to pick up any misunderstandings and misconceptions about the science concepts that may manifest in the drama presentations.
Dissertations / Theses on the topic "Mathematics to Drama"
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Jarrett, Joseph Christopher. "Mathematics and Late Elizabethan drama, 1587-1603." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/270195.
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This dissertation considers the influence that sixteenth- and early seventeenth-century mathematical thinking exerted on popular drama in the final sixteen years of Elizabeth I’s reign. It concentrates upon six plays by five dramatists, and attempts to analyse how the terms, concepts, and implications of contemporary mathematics impacted upon their vocabularies, forms, and aesthetic and dramaturgical effects and affects. Chapter 1 is an introductory chapter, which sets out the scope of the whole project. It locates the dissertation in its critical and scholarly context, and provides a history of the technical and conceptual overlap between the mathematical and literary arts, before traversing the body of intellectual-historical information necessary to situate contextually the ensuing five chapters. This includes a survey of mathematical practice and pedagogy in Elizabethan England. Chapter 2, ‘Algebra and the Art of War’, considers the role of algebra in Marlowe’s Tamburlaine plays. It explores the function of algebraic concepts in early modern military theory, and argues that Marlowe utilised the overlap he found between the two disciplines to create a unique theatrical spectacle. Marlowe’s ‘algebraic stage’, I suggest, enabled its audiences to perceive the enormous scope and aesthetic beauty of warfare within the practical and spatial limitations of the Elizabethan playhouse. Chapter 3, ‘Magic, and the Mathematic Rules’, explores the distinction between magic and mathematics presented in Greene’s Friar Bacon and Friar Bungay. It considers early modern debates surrounding what magic is, and how it was often confused and/or conflated with mathematical skill. It argues that Greene utilised the set of difficult, ambiguous distinctions that arose from such debates for their dramatic potential, because they lay also at the heart of similar anxieties surrounding theatrical spectacles. Chapter 4, ‘Circular Geometries’, considers the circular poetics effected in Dekker’s Old Fortunatus. It contends that Dekker found an epistemological role for drama by having Old Fortunatus acknowledge a set of geometrical affiliations which it proceeds to inscribe itself into. The circular entities which permeate its form and content are as disparate as geometric points, the Ptolemaic cosmos, and the architecture of the Elizabethan playhouses, and yet, Old Fortunatus unifies these entities to praise God and the monarchy. Chapter 5, ‘Infinities and Infinitesimals’, considers how the infinitely large and infinitely small permeate the language and structure of Shakespeare’s Hamlet. It argues that the play is embroiled with the mathematical implications of Copernican cosmography and its Brunian atomistic extension, and offers a linkage between the social circles of Shakespeare and Thomas Harriot. Hamlet, it suggests, courts such ideas at the cutting-edge of contemporary science in order to complicate the ontological context within which Hamlet’s revenge act must take place. Chapter 6, ‘Quantifying Death, Calculating Revenge’, proposes that the quantification of death, and the concomitant calculation of an appropriate revenge, are made an explicit component of Chettle’s Tragedy of Hoffman. It suggests that Chettle enters two distinctly mathematical models of revenge into productive counterpoint in the play in order to interrogate the ethics of revenge, and to dramatise attempts at quantifying the parameters of equality and excess, parity and profit.
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Bryson, Lucy Lynn. "Drama + math = dramath." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4861.
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Arts-Across-the-Curriculum is gaining popularity in the field of education as arts programs are being cut from schools and teachers look for ways to incorporate art in their classroom. Most of these teachers have minimal formal arts training, but recognize the importance of introducing their students to various fine arts disciplines. These educators seek opportunities to learn new ways to bring arts to their students and may bring teaching artists into their classrooms to teach students or teachers. The clear connection between drama and the core subjects of history and literature allow teaching artists to easily create units utilizing both curriculum areas. Mathematics does not present clear connections to drama and the prevalence of mathematics anxiety, especially in the arts, prevents connections from being made. As an educator, theatre artist and lover of mathematics, Arts-Across-the-Curriculum provides me a opportunity to meld these together as a way to help young people find excitement in their education. Partnering with a fourth grade teacher, I developed a unit of lesson plans using playwriting as a way to understand word problems that was user-friendly for a teacher with no arts training. The Dramath Unit was integrated into the class as part of regular curriculum taught by the participating classroom teacher. Based on feedback from the participating teacher, I revised the unit for future use.ID: 029809671; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.F.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 88-90).
M.F.A.
Masters
Theatre
Arts and Humanities
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Gecim, Ayse Damla. "The Effect Of Creative Drama Based Instruction On Seventh Grade Students." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614697/index.pdf.
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The aim of the study is to investigate the effect of creative drama- based instruction on 7th grade students&rsquoachievement in probability concept and their attitude toward mathematics. Another purpose of the study is to investigate the gender differences regarding mathematics achievement and attitude. The study was conducted with two 7th grade classes from a public school in the 2010-2011 academic year, lasting 17 lesson hours (six weeks). Twenty-two of the participants received Creative Drama Based Instruction (CDBI), and twenty-one received Regular Instruction (RI). Experimental design was used in which two different learning environments
creative drama based instruction and regular instruction was compared. In order to measure students&rsquo
mathematics achievement Probability Achievement Test (PAT) was used. The participants were given Mathematics Attitude Scale (MAS), in order to quantify the levels of attitude towards mathematics. These instruments were implemented before and after the treatment as pre-test and post-test. Independent samples t-test was performed on gain scores of PAT and MAS. Moreover, two way ANOVA was performed to examine the data. Two way ANOVA results yielded that there was a statistically significant difference between the mean scores of Experimental Group and Control Group in terms of achievement in favor of Experimental Group. Moreover, female students had significantly higher mathematics achievement scores than males. The results of mathematics attitude scale showed that the seventh grade students&rsquo
attitudes towards mathematics were not significantly different with respect to teaching method. Also, it could be stated that gender difference regarding of mean attitude scores was not statistically significant.
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Duatepe, Asuman. "The Effects Of Drama Based Instruction On Seventh Grade Students." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605351/index.pdf.
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The aims of this study were to investigate the effects of drama based
instruction on seventh grade students&rsquoachievement on geometry (angles and polygons
circle and cylinder), retention of achievement, van Hiele geometric thinking level, attitudes toward mathematics and attitudes toward geometry compared to the traditional teaching
to get the students&rsquo
views related to the effects of drama based instruction on their learning, friendship relations, awareness of themselves, and the role of teacher and students
and to get the view of teacher who was present in the classroom during the treatment on drama based instruction. The study was conducted on three seventh grade classes from a public school in the 2002-2003 academic year, lasting 30 lesson hours (seven and a half week). v The data were collected through angles and polygons
and circle and cylinder achievement tests, the van Hiele geometric thinking level test, mathematics and geometry attitude scale, and interviews. The quantitative analyses were carried out by using two multivariate covariance analyses. The results revealed that drama based instruction had a significant effect on students&rsquo
angles and polygons achievement, circle and cylinder achievement, retention of these achievement, van Hiele geometric thinking level, mathematics attitude, and geometry attitude compared to the traditional teaching. According to the interview responses of the experimental group students and the classroom teacher, significantly better performance of the experimental group students was attributable to the potential of the drama based instruction to make learning easy and understanding better by
supporting active involvement, creating collaborative studying environment, giving chance to improvise daily life examples, giving opportunity to communicate, providing meaningful learning, supporting long-lasting learning and providing selfawareness.
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Debreli, Esra. "The Effect Of Creative Drama Based Instruction On Seventh Grade Students'." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613261/index.pdf.
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The main purpose of this study was to investigate the effect of creative drama based instruction on seventh grade students&rsquoachievement in ratio and proportion concepts and their attitudes toward mathematics. Another purpose of this study was to investigate students&rsquo
self-reported views related to creative drama based instruction. The study was conducted in a public school in Kö
rfez-Kocaeli with a total of 58 seventh grade students, lasting 12 lesson hours (three weeks). Thirty of the participants received Creative Drama Based Instruction (CDBI), and twenty-eight received Traditional Instruction (TI). The data were collected through Ratio and Proportion Achievement Test (RPAT), Mathematics Attitude Scale (MAS), and interviews. The RPAT and MAS were administered as both pretest and posttest. In addition, interviews were conducted with the ten randomly selected students. The quantitative analyses were carried out by using One-Way Analysis of Covariance (ANCOVA) with covariate preRPAT and dependent variable postRPAT at the significance level 0.05. Moreover, independent samples t-test was performed on gain scores of MAS. The results of the study indicated that there was a statistically significant mean difference between the students who received creative drama based instruction and traditional instruction in terms of achievement in ratio and proportion concepts and in terms of gain scores of attitudes toward mathematics, in favor of CDBI. Furthermore, according to the interview responses of the experimental group students, significantly better performance of the experimental group students was attributable to the potential of the creative drama based instruction to provide actively involvement, work with friends and collaboratively and providing selfawareness.
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Kale, Neslihan. "A Comparision Of Drama-based Learning And Cooperative Learning With Respect To Seventh Grade Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609108/index.pdf.
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This study aimed to determine the effects of drama based learning on seventh grade students&rsquoachievement (angles and polygons, circle and cylinder), attitudes and thinking levels in geometry compared to the cooperative learning. The study was conducted on four seventh grade classes from two public elementary schools in the same district in the 2006-2007 academic year, lasting seven and a half week (30 lesson hours). The data were collected through angles and polygons (APA)
and circle and cylinder achievement (CCA) tests, the van Hiele geometric thinking level test (POSTVHL), geometry attitude scale (PRE-POSTGAS). The quantitative analyses were carried out by using Multivariate Analysis of Variance (MANOVA). The results showed that drama based learning had a significant effect on students&rsquo
angles and polygons achievement, circle and cylinder achievement, van Hiele geometric thinking level compared to the cooperative learning. However, attitude findings regarding the attitudes revealed that there is not a significant difference according to the geometry attitudes of drama group and cooperative group after treatment. Both the two instructional methods supported active participation, created cooperative working environment, included daily life examples and gave the chance to classroom communication. On the other hand, drama group students&rsquo
significantly better performance was attributable to the make belief plays and improvisations of daily life examples included in drama activities.
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Hagman, Martin. "Matematikundervisning på väg... Men vart ska vi? : Grundskolelärares egna ord om hur de vill utveckla sin undervisning i matematik, analyserat ur ett dramapedagogiskt perspektiv." Thesis, Stockholms universitet, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-95702.
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The aim of this thesis is to ascertain how primary school teachers would like to improve their mathematics teaching. The central questions for this research are: In what ways do teachers want to improve their mathematics teaching? How do the teachers justify their statements? What main features can be distinguished out of the teachers answers? Three interviews and seven surveys have been used to collect information from a total of nine teachers, at one primary school. Teaching pupils from preschool to sixth grade. The results have been analysed, interpreted and discussed using a drama pedagogical perspective, inspired by a holistic approach to learning. In order to investigate connections between drama pedagogic and holistic perspectives on learning in the teachers’ answers, three main characteristics of drama pedagogic usage have been defined: To embody (meaning: to act and/or create); Process (meaning: learning takes time and seeks deep understanding); Play (meaning: joyful activity which involves relatively little supervision by the teacher). The results show that teachers would like to work in more practical ways, where investigative and experimental activities are more commonplace. Although not supported by all responses, a significant majority of respondents expressed belief in working methods, and reasoning about learning, with fundamental connections to a drama pedagogic and holistic perspective on learning. This thesis concludes that the teachers surveyed believe in embodiment actions as a learning medium, and that knowledge can be highlighted by the principles of process.Examensarbete nr 1 (utav totalt 2) inom lärarprogrammet med inriktning drama mot skolår 5 - 9 samt gymnasieskolan.
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Lacerda, Hannah Dora de Garcia e. [UNESP]. "Educação matemática encena." Universidade Estadual Paulista (UNESP), 2015. http://hdl.handle.net/11449/132416.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Esta pesquisa articula Teatro e Educação Matemática a partir do diálogo com a noção de Performances Matemáticas Digitais (PMDs), tendo como pergunta norteadora: quais as imagens sobre a Matemática e sobre equações estudantes expressam quando desenvolvem performances matemáticas teatrais? As atividades foram realizadas com alunos de oitavo e nono anos em uma escola pública de Santa Gertrudes, SP, e consistem em introdução à linguagem teatral, elaboração e escrita de uma peça teatral sobre o conteúdo matemático equações e encenação e filmagem da mesma, com o objetivo de produzir PMDs teatrais e publicá-las na internet. Tal trabalho foi fundamentado na perspectiva da Metodologia de Pesquisa Qualitativa, e os procedimentos consistiram em caderno de campo, grupo focal, entrevistas semiestruturadas, observação participante e filmagem dos encontros. A imagem que os estudantes expressam da Matemática estão associadas aos temas: disciplina escolar; transformação da imagem negativa; cotidiano; recompensa; símbolos matemáticos. Os temas referentes à imagem dos alunos sobre equação foram: letras, números e operações; balança/igualdade; incógnita; as regras. Como considerações finais são destacadas as potencialidades do Teatro na transformação da imagem da Matemática e aproximações com as PMDs, além das limitações encontradas durante o percurso e perspectivas de desdobramento dos questionamentos aqui propostos.
This research links drama and mathematics education, through a dialogue with the notion of Digital Mathematical Performances (DMPs), to answer the question: What images of mathematics and equations do students express when they develop mathematical theatrical performances? The activities were carried out with eighth and ninth grade students from a public school in Santa Gertrudes, SP. The activities consisted of introducing students to theatrical language, preparation and writing of a play about the mathematical content equations, as well as acting and filming them, with the goal of producing theatrical DMPs and posting them on the Internet. The work was based on the perspective of qualitative research methodology, and the procedures consisted of having a field notepad, focus groups, semi-structured interviews, participant observation and filming of gatherings. The mathematics images that students express are associated with the themes: school subject; changing the negative image of mathematics; daily life; reward; mathematical symbols. The issues related to students' images of equation were: letters, numbers and operations; balance/equality; the unknown; the rules. As final considerations, the potential of drama to change the image of mathematics and approaches to the DMPs, as well as the limitations encountered, and possibilities for future research are pointed out.
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Campos, Elisa Padinha. "Arte e matemática: nas interfaces do teatro e da educação." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-06102016-155152/.
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O presente trabalho é resultado de uma pesquisa qualitativa que se insere nos campos da Arte/educação, do Teatro e da Educação Matemática que tem como objetivo investigar de que forma os princípios da educação pela arte e da Arte/educação podem contribuir para um melhor desenvolvimento da educação da criança/jovem e, em especial, no que diz respeito à educação matemática pela escola. Dentro de uma perspectiva da pesquisa qualitativa, recorremos a entrevistas com educadores e artistas, com o intuito de buscar evidências de análise. Além das entrevistas, estudamos diferentes iniciativas também de ordem educacional que correlacionam educação, educação matemática e teatro. Para a realização da análise dos fatos e dados recolhidos, fomos em busca de reconhecer semelhanças (e diferenças) nas manifestações dos entrevistados, de modo a agrupá-las como categorias de análise. Como primeiros resultados, podemos reconhecer que, apesar da pouca evidência de trabalhos na interface educação matemática e educação teatral, ainda assim podemos perceber que tal aproximação pode colaborar, de algum modo, para a formação dos educandos, em termos do desenvolvimento no âmbito pessoal e profissional.This work is the result of a qualitative research which falls within the field of Art / Education, Drama and Mathematics Education which aims to investigate how the principles of \"education through art\" and art / education can contribute to a better development of the education of the child / teenager, and in particular when concerning the mathematics education within the school. Working with a perspective of qualitative research, we used interviews with educators and artists in order to find evidence. Besides the interviews, we studied different educational initiatives that correlate education, mathematics education and drama. To analyze the facts and data collected, we tried to recognize similarities (and differences) on the interviewers answers in order to group them as categories of analysis. As first results, we can recognize that, despite little evidence of work with mathematics education and theatrical education, we can see that such approach can contribute in some way, for the education of students in terms of development in the personal and professional.
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Atar, Kockar Burcin. "The Contribution Of Cognitive Style And Prior Knowledge On Sixth Grade Students'." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612647/index.pdf.
Full textAbstract:
The purpose of this study is to investigate the contribution of cognitive style and prior knowledge on 6th grade students'knowledge acquisition in polygons in drama based learning environment. The sample of the study was composed of 112 sixth grade students from a public school in Altindag district of Ankara. There were 9 drama based lesson plans lasting 16 lesson hours in the study. The data was collected through Group Embedded Figure Test (GEFT), and three types of knowledge tests: Declarative Knowledge Test (DecKT), Conditional Knowledge Test (ConKT), and Procedural Knowledge Test (ProKT). GEFT developed by Witkin, Oltman, Raskin and Karp (1971) was used to determine cognitive styles of the students as field dependent (FD), field independent (FI), and field mix (FM). Three types of knowledge tests developed by Erdogan (2007) were used as pretests and posttests. The quantative analysis was carried out by using standard multiple regression analysis. The results revealed that students&rsquo
cognitive style was the most predictive variable in explaining students&rsquo
declarative, conditional and procedural knowledge Moreover, students&rsquo
prior declarative knowledge explained statistically significant amount of variance in students&rsquo
declarative and procedural knowledge acquisition, while students&rsquo
prior conditional knowledge explained statistically significant amount of variance in students&rsquo
declarative, conditional, and procedural knowledge acquisition. On the other hand, students&rsquo
prior procedural knowledge failed to explain declarative, conditional, and procedural knowledge acquisition of students.
Books on the topic "Mathematics to Drama"
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Jarrett, Joseph. Mathematics and Late Elizabethan Drama. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26566-3.
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Kapur, Jagat Narain. Ramanujan's miracles: A drama to demystify mathematics. New Delhi: Mathematical Sciences Trust Society, 1997.
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Huw, Evans, and NetLibrary Inc, eds. Thinking it through: Linking language skills, thinking skills and drama. London: David Fulton Publishers, 2005.
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Faux, G. W. (Geoffrey William), 1937-, ed. "- no royal road to geometry": A ten lesson project in mathematics, history & drama for year 5 or 6 ; teachers' resource book. Carlisle]: [Education Initiatives], 1999.
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Downey, Glen. Party time! Don Mills, Ont: Oxford University Press, 2009.
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Ofsted. Inspecting post-16: Mathematics : with guidance on self-evaluation. London: Ofsted, 2001.
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Stoppard, Tom. Arcadia. London: Faber and Faber, 1993.
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Stoppard, Tom. Arcadia: A play. San Francisco: Arion Press, 2001.
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Stoppard, Tom. Arcadia. London: Faber and Faber, 1993.
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Stoppard, Tom. Arcadia. New York, NY: Faber and Faber, 2008.
Find full textBook chapters on the topic "Mathematics to Drama"
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Cotton, Tony, and Helen Toft. "Drama and Mathematics." In Enriching Mathematics in the Primary Curriculum, 165–74. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2019. http://dx.doi.org/10.4135/9781526489715.n12.
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Roth, Wolff-Michael. "Mathematics in the Drama of Life." In The Mathematics of Mathematics, 197–216. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-926-3_9.
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Jarrett, Joseph. "Introduction." In Mathematics and Late Elizabethan Drama, 1–34. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26566-3_1.
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Jarrett, Joseph. "Algebra and the Art of War: Marlowe’s Tamburlaine 1 and 2." In Mathematics and Late Elizabethan Drama, 35–75. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26566-3_2.
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Jarrett, Joseph. "‘Magic, and the Mathematic Rules’: Greene’s Friar Bacon and Friar Bungay." In Mathematics and Late Elizabethan Drama, 77–114. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26566-3_3.
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Jarrett, Joseph. "Circular Geometries: Dekker’s Old Fortunatus." In Mathematics and Late Elizabethan Drama, 115–48. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26566-3_4.
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Jarrett, Joseph. "Infinities and Infinitesimals: Shakespeare’s Hamlet." In Mathematics and Late Elizabethan Drama, 149–90. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26566-3_5.
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Jarrett, Joseph. "Quantifying Death, Calculating Revenge: Chettle’s Tragedy of Hoffman." In Mathematics and Late Elizabethan Drama, 191–217. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26566-3_6.
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Jarrett, Joseph. "Conclusion." In Mathematics and Late Elizabethan Drama, 219–21. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26566-3_7.
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Kotarinou, Panayota, and Charoula Stathopoulou. "Using Drama Techniques for Facilitating Democratic Access to Mathematical Ideas for All Learners." In Advances in Mathematics Education, 323–40. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15410-7_21.
Full textConference papers on the topic "Mathematics to Drama"
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Sokáč, Marek, and Marta Jerković. "Modelling of Combined Sewer Overflow Impacts on the Receiving Water Quality: Case Studies Hron and Drava." In Environmental Engineering. VGTU Technika, 2017. http://dx.doi.org/10.3846/enviro.2017.089.
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Paper analyses the influences of combined sewer overflows (CSO’s), on the receiving water quality, but generally deals also with various types of storm water management in urban areas. The first case study analyses the impacts of the continuous (wastewater treatment plant in the town Osijek) and discontinuous pollution sources (CSO’s in the town Osijek) on the quality of the receiving water – the Drava river (Croatia). The second modelling case study was performed on the river Hron (Slovak republic). In this study, the impacts on the water quality from combined sewer overflows form the biggest town on Hron River – Banská Bystrica were studied, as well as four feasible alternatives of storm sewer management (different mixing ratio, different size of storm tanks) were analysed. For both case studies, the mathematical simulation model MIKE11 (Danish Hydraulic Institute, DHI) was used.
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Qiu, Yuming, Ping Ge, and Solomon C. Yim. "Risk-Based Resource Allocation for Collaborative System Design in Distributed Environment." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35478.
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Risk is becoming an important factor in facilitating the resource allocation in engineering design because of its essential role in evaluating functional reliability and mitigating system failures. In this work, we aim at expanding existing quantitative risk modeling methods to collaborative system designs regarding resource allocation in a distributed environment, where an overlapped risk item can affect multiple stakeholders, and correspondingly be examined by multiple evaluators simultaneously. Because of different perspectives and limited local information, various evaluators (responsible for same or different components of a system), though adopting the same risk definition and mathematical calculation, can still yield unsatisfying global results, such as inconsistent probability and/or confusing consequence evaluations, which can then cause potential barriers in achieving agreement or acceptable discrepancies among different evaluators involved in the collaborative system design. Built upon our existing work, a Risk-based Distributed Resource Allocation Methodology (R-DRAM) is developed to help system manager allocate limited resource to stakeholders, and further to components of the targeted system for the maximum global risk reduction. Besides probability and consequence, two additional risk properties, tolerance and hierarchy, are considered for comprehensive systematic risk design. Tolerance is introduced to indicate the effective risk reduction, and hierarchy is utilized to model the comprehensive risk hierarchy. Finally a theoretical framework based on cost-benefit measure is developed for resource allocation. A case study is demonstrated to show the implementation process. The preliminary investigation shows promise of the R-DRAM in facilitating risk-based resource allocation for collaborative system design using a systematic and quantifiable approach in distributed environment.