Linking Photography and Mathematics with the Use of Technology

Abstract

In this paper, we describe an inclusive, collaborative learning approach in which both able and less able students engaged together in a contest combining Photography, Mathematics and Technology, in our case GeoGebra. Following three cycles of the contest, we analysed a selection of entries and the related post-participation survey. Based on the analysis, we concluded that the combination of these approaches could help to engage students with mathematical content by relating art, their surrounding environment with mathematics. This approach enabled us to offer different ways of mathematics learning through providing contexts for exploration and students’ creation of their own contents. Results also showed that school teaching is sometimes insufficient to solve emerging problems and this challenged students to find new kinds of solutions supported by new tools and concepts. It also allowed students to think creatively by inviting them to work together to develop their own questions, problems, and facilitating learning by research.

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Open Education Studies is an international peer-reviewed Open Access journal that publishes original articles in all fields of education research. It publishes both theoretical as well as empirical and methodological contributions to education research. Its coverage encompasses all forms of teaching and learning at all levels, from early childhood development to lifelong learning.

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