Abstract
The recent increase in the number of mathematics museums has given rise to a need for tools with which to design and assess mathematics educational proposals in this non-formal context. This study proposes the use of the van Hiele model, a benchmark in mathematics instruction, for the design of interactive museum models focusing on mathematics content in general. By way of example, the model is characterised for application to the Pythagorean theorem. An interactive module designed around the aforementioned characterisation for teaching the theorem at the Museo Didáctico e Interactivo de Ciencias [interactive science instruction museum, MUDIC] may serve as a reference for future interactive modules and workshops in museums dealing with any manner of mathematics content.
Highlights
In the last 50 years we have been observers of the proliferation of science museums and science centers that rose up in response to the challenge of a necessary scientific literacy of our society
On the basis of the above, the aim of this article is to carry out the methods that allow us to design an interactive module for learning the Pythagorean theorem during a visit to a science museum
The study followed the phases: analysis, design and development (Richey et al, 2004). It begins by analyzing the environment, the Museo Didáctico e Interactivo de Ciencias (MUDIC), where this study was conducted, is an interactive, educational science museum focusing on science and technology instruction in a non-formal environment
Summary
In the last 50 years we have been observers of the proliferation of science museums and science centers that rose up in response to the challenge of a necessary scientific literacy of our society. We come across displays in science museums from all areas of the scientific and technological field. If we focus on mathematics, it is possible to notice that it has been present in the evolution of science centers either with the exhibition of devices and tools, with sections that introduce mathematical concepts and procedures, or with participatory workshops. It is interesting to highlight the increased attention in strengthening the knowledge of mathematics in society, which is reflected in the creation of museums exclusively dedicated to the learning of mathematics. The efficacy of a casual environment in science learning has been studied in depth. It is vital to underline that it is possible to find published essays mentioning mathematics learning in museums (Popovic & Lederman, 2015; Suter, 2014)
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