The Pedagogic Role of the Arts and Digital Media in the practice of the Ontario Mathematics Curriculum
Why this work is in the frame
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Bibliographic record
Abstract
I have investigated interfaces about the arts and digital media in mathematics education, conceptualizing the notion of digital mathematical performance (DMP). In this article, I discuss connections between: (a) the mathematical strands and processes of the K-8 Ontario Mathematics Curriculum in Canada, and; (b) DMP produced by students. Based on the analysis of twenty-two DMP, I argue that DMP may offer ways to: (1) explore most of the mathematical processes of the Ontario Curriculum, and; (2) open windows into the exploration of math contents. I highlight the educational significance in practicing DMP as an innovative process that integrates multimodality, playfulness, and creativity. In contrast, I have found that the production of DMP does not guarantee the in-depth connection between the math strands and processes of the Curriculum. Generally, students explored contents about Geometry, which is not surprising, regarding the visual nature of both: geometrical and digital media representations. Keywords: Mathematics Education. Digital Videos. Multimodality. Digital Mathematical Performance.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it