Engaging secondary school students in building formulas based on mathematical folding
Publication date
2025-10-31
Authors
van Wijk, Jacoliene
Shvarts, A. Y.
Bos, Rogier
Doorman, Michiel
Editors
Lu, Guoxing
You, Zhong
Assis, Michael
Advisors
Supervisors
Document Type
Part of book
Metadata
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License
taverne
Abstract
We study the potential of mathematical folding as an invitation to mathematize what is literally in your hands. In the reported study, 16–18-year-old pre-university students (n = 19) develop formulas to describe a pattern in a folded strip. As part of design-based research, we designed a lesson based on the theories of didactical situations and embodied cognition. In this lesson, there is no dichotomy between folding and mathematizing; teacher-guided progressive mathematization and a gradual introduction of mathematical notation are fostered, as well as language derived from the actions and folded artifacts of the students. Students reached multiple but different mathematical layers of the folding tasks in the studied implementation. We conclude that this makes the lesson design suitable for students with different work attitudes and grades.
Keywords
Taverne, Automotive Engineering, Aerospace Engineering, Mechanical Engineering, Fluid Flow and Transfer Processes
Citation
van Wijk, J, Shvarts, A, Bos, R & Doorman, M 2025, Engaging secondary school students in building formulas based on mathematical folding. in G Lu, Z You & M Assis (eds), Origami8, Volume IV - Proceedings of the 8th International Meeting on Origami in Science, Mathematics and Education 8OSME : Proceedings of the 8th International Meeting on Origami in Science, Mathematics and Education (8OSME). Lecture Notes in Mechanical Engineering, Springer, pp. 501-516. https://doi.org/10.1007/978-981-96-6711-6_34