- WH 163- faculty of Education
1812 Sir Isaac Brock Way,
St Catharines,
ON. L2S 3A1
Canada - +1 (905) 688-5550 Ex: 5777
Mina Sedaghatjou
Rowan University, Education, Faculty Member
- Education, Philosophy, Technology, Children, Psychology, Dynamic Geometry Sofware, and 11 moreHigher Education, Cloud Computing, Digital Technology, iPads in education, Kindergarten, Ipad in the classroom, Teacher Education, Mathematics Education, Elearning, Mobile Technology, and Digital Media & Learning(Higher Education, Cloud Computing, Digital Technology, iPads in education, Kindergarten, Ipad in the classroom, Teacher Education, Mathematics Education, Elearning, Mobile Technology, and Digital Media & Learning)edit
- My research reflects broad interests in the areas of mathematics education, STEM, and self-regulated learning. I enga... moreMy research reflects broad interests in the areas of mathematics education, STEM, and self-regulated learning. I engage qualitative approaches to research with a fascination for studying how using touch-based technology for learning contributes to embodied cognition and understanding. Having the materialist lens (Sinclair, 2013), I consider the ‘body’ of the learner as an assemblage with the body of her tools/symbols/diagrams to explore the emergence of ‘tool fluency’. (Nemirovsky, 2013). I use StudioCode software to analyze the ‘paths’ of interaction rather than points of interaction (Arzarello, et al. 2014).
I am also interested in exploring issues and possible aids that assist sight disabled students to understand advanced mathematics concepts. I have invented tactile graphs that are as precise as the actual complicated textbook graphs, which helps blind learners to visualize.
In other areas, my research explores how to facilitate Self-regulated learning(SRL) through tutor training with a long-term goal of educating peer-tutored professional adult learners in college level. We used self-report questionnaire—the Survey of Academic Self-Regulation (SASR)- to measure SRL. An online version of the SASR, with an auto-feedback, is developed to give spontaneous feedback to the participants (Dugan, 2007).(My research reflects broad interests in the areas of mathematics education, STEM, and self-regulated learning. I engage qualitative approaches to research with a fascination for studying how using touch-based technology for learning contributes to embodied cognition and understanding. Having the materialist lens (Sinclair, 2013), I consider the ‘body’ of the learner as an assemblage with the body of her tools/symbols/diagrams to explore the emergence of ‘tool fluency’. (Nemirovsky, 2013). I use StudioCode software to analyze the ‘paths’ of interaction rather than points of interaction (Arzarello, et al. 2014).<br /><br />I am also interested in exploring issues and possible aids that assist sight disabled students to understand advanced mathematics concepts. I have invented tactile graphs that are as precise as the actual complicated textbook graphs, which helps blind learners to visualize.<br /><br />In other areas, my research explores how to facilitate Self-regulated learning(SRL) through tutor training with a long-term goal of educating peer-tutored professional adult learners in college level. We used self-report questionnaire—the Survey of Academic Self-Regulation (SASR)- to measure SRL. An online version of the SASR, with an auto-feedback, is developed to give spontaneous feedback to the participants (Dugan, 2007).)edit
<p>Note. Means with sharing a row subscript (a, b, c) are not statistically different according to the Tamhane procedure, Standard deviations appear in parentheses bellow means. 1 = Welch’s F.</p>**<p>p<.01.</p
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<p>Direct effect model (a) of types of living arrangements and life satisfaction, and mediation model (b) including social support function as mediator between types of living arrangements and life satisfaction.</p
Research Interests: Physiology, Biotechnology, Mediation, Medicine, Types, and 2 moreMediator and Arrangements(Mediator and Arrangements)
(Mediator and Arrangements)
<p>Conceptual framework mediating role of social support function on relation between type of living arrangements and life satisfaction.</p
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<p>Frequency distribution of respondents by type of living arrangements.</p
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In this paper, we report on the ways in which technology and scholarship of pedagogy emerge as interconnected within a technology-facilitated community of practice (CoP), for educators within various Faculties of Education in North... more
In this paper, we report on the ways in which technology and scholarship of pedagogy emerge as interconnected within a technology-facilitated community of practice (CoP), for educators within various Faculties of Education in North American universities. The goal of the Community of Practice is to connect with and learn from one another, discussing, and reflecting on different types of pedagogical practices among members who teach in both graduate and teacher education programs in the onsite, blended, and online environments. We share analysis of interviews, and notes from CoP members’ feedback; how the CoP members made sense of their diverse teaching and social learning landscapes as well as emergent joint meanings. The results of the study suggest that the assemblage of new ideas and pedagogies can be enhanced by a relational trust. A highlighted role of technology in enabling communication and collaboration among CoP members is also discussed through the lens of connectivism.
Drebrin is an actin-binding protein mainly expressed in developing neurons and dendritic spine in mature neurons. To understand the functions of drebrin in vivo, we must understand its molecular properties. In this chapter, I will focus... more
Drebrin is an actin-binding protein mainly expressed in developing neurons and dendritic spine in mature neurons. To understand the functions of drebrin in vivo, we must understand its molecular properties. In this chapter, I will focus on the purification and characterization of drebrin in vitro. Drebrin binds to F-actin with a stoichiometry of 1:5~6 with a K d of 1~3 × 10-7 M and strongly inhibits the binding of other actin-binding proteins such as tropomyosin, caldesmon, fascin, α-actinin, and cofilin. It also inhibits the activities of myosin-II and myosin-V. These results are discussed in terms of the possible roles of drebrin in the stability, dynamics, and organizations of actin structures in neuronal cells.
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ABSTRACT This study illustrates how mathematical communication and learning are inherently multimodal and embodied; hence, sight-disabled students are also able to conceptualize visuospatial information and mathematical concepts through... more
ABSTRACT This study illustrates how mathematical communication and learning are inherently multimodal and embodied; hence, sight-disabled students are also able to conceptualize visuospatial information and mathematical concepts through tactile and auditory activities. Adapting a perceptuomotor integration approach, the study shows that the lack of access to visual fields in an advanced mathematics course does not obstruct a blind student's ability to visualize, but transforms it. The goal of this study is not to compare the visually impaired student with non-visually impaired students to address the ‘differences’ in understanding; instead, I discuss the challenges that a blind student, named Anthony, has encountered and the ways that we tackled those problems. I also demonstrate how the proper and precisely crafted tactile materials empowered Anthony to learn mathematical functions.
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ABSTRACT This paper explores how a young child (56 m) builds an understanding of the cardinality principle through communicative, touchscreen-based activities involving talk, gesture and body engagement working via multimodal, touchscreen... more
ABSTRACT This paper explores how a young child (56 m) builds an understanding of the cardinality principle through communicative, touchscreen-based activities involving talk, gesture and body engagement working via multimodal, touchscreen interface using contemporary mobile technology. Drawing upon Nemirovsky's perceptuomotor integration theoretical lens and other foundational aspects of Husserlian phenomenology, we present an in-depth case study of a preschool child developing mathematical expertise and tool fluency using an iPad application called TouchCounts to operate with cardinal numbers. Overall, this study demonstrates that the one-on-one multimodal touch, sight and auditory feedback via a touchscreen device can serve to assist in a child's development of cardinality.
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Recent advances in the study of mathematics embodiment have given rise to renewed interest in how mathematical learning relates to our bodily actions and the sensorimotor system. In this dissertation, I explore the embodiment of... more
Recent advances in the study of mathematics embodiment have given rise to renewed interest in how mathematical learning relates to our bodily actions and the sensorimotor system. In this dissertation, I explore the embodiment of mathematics learning with a particular focus on the relationship among gestures, hand and finger movements, and the use of mathematical tools. The theoretical lens of perceptuomotor integration enabled me to articulate mathematics learning through the development of tool fluency within a non-dualistic view of mathematical tools. The dissertation is structured as three stand-alone descriptive case studies that adopt Husserl's phenomenological attitude in analysing participants' lived experience while using mathematical tools. The results provided evidence for a high degree of gestural and bodily engagement while learning, communicating, and playing with mathematical tools. In the third paper, I have proposed a new methodological approach to systematic...
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PurposeAn academic–practitioner divide exists suggesting the need for business education curriculum to more appropriately suit private-sector demands. This calls for pedagogical approaches that offer experiences and build skill sets to... more
PurposeAn academic–practitioner divide exists suggesting the need for business education curriculum to more appropriately suit private-sector demands. This calls for pedagogical approaches that offer experiences and build skill sets to better prepare graduates for the workforce. The authors propose a framework, collaborative engagement experience-based learning (CEEBL), as a new pedagogical method for teaching and learning in business education. This research provides a viable solution to bridge the gap between academia and industry. The authors suggest CEEBL also offers business students new methods of engagement in the world of work.Design/methodology/approachThis exploratory study investigates the CEEBL framework applied to a business education course in competitive intelligence (CI) and a crisis simulation exercise that offer “real world” experiences to students. Data were collected in two semesters and included feedback from over 70 undergraduate students.FindingsResults sugges...
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In this paper, we report on the ways in which technology and scholarship of pedagogy emerge as interconnected within a technology-facilitated community of practice (CoP), for educators within various Faculties of Education in North... more
In this paper, we report on the ways in which technology and scholarship of pedagogy emerge as interconnected within a technology-facilitated community of practice (CoP), for educators within various Faculties of Education in North American universities. The goal of the Community of Practice is to connect with and learn from one another, discussing, and reflecting on different types of pedagogical practices among members who teach in both graduate and teacher education programs in the onsite, blended, and online environments. We share analysis of interviews, and notes from CoP members’ feedback; how the CoP members made sense of their diverse teaching and social learning landscapes as well as emergent joint meanings. The results of the study suggest that the assemblage of new ideas and pedagogies can be enhanced by a relational trust. A highlighted role of technology in enabling communication and collaboration among CoP members is also discussed through the lens of connectivism.
In this exploratory case study, we describe how teacher candidates with minimal mathematics knowledge of spherical geometry construct, discuss, manipulate and share the three-right angled triangle on a sphere using GeoGebra software. The... more
In this exploratory case study, we describe how teacher candidates with minimal mathematics knowledge of spherical geometry construct, discuss, manipulate and share the three-right angled triangle on a sphere using GeoGebra software. The study aims to demonstrate how mathematical understanding can begin with an object construction and manipulation in Dynamic Geometry Environment (DGE). Our ideas emerge from teacher candidates’ use of the touchscreen-based computers mounted in a concept classroom following by embedding constructions in Canvas– Learning Management System (LMS), aiming to develop their understanding of spatial ability and spherical geometry. In this paper, we are not focusing on trigonometric laws, or other mathematical properties of the spherical triangle, instead we are introducing construction of spherical triangle to not mathematics or science major teacher candidates. Some theory and techniques, including angel measurements on sphere in a dynamic way are also lear...
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When a group of students come together to engage in negotiation about mathematical ideas and activities, they draw on each other’s cultural experiences for a shared understanding of mathematical meanings. This chapter considers how mobile... more
When a group of students come together to engage in negotiation about mathematical ideas and activities, they draw on each other’s cultural experiences for a shared understanding of mathematical meanings. This chapter considers how mobile technologies, along with children’s collaborative engagements, can enhance mathematical learning. We adapted previous findings regarding touchscreen-based interactions to assess and analyse how mathematical learning occurs when learners interact with mobile technologies and with their peers. We also utilized StudioCode software to analyse children’s interactions with a mathematical tool in order to better understand their collaborative practices and how they reflect using touchscreen-based devices. Our conclusions emerge from children's use of an iPad application called TouchCounts, which aims to develop number sense. Overall, we found that the one-to-one multimodal touch, sight, and auditory feedback via a touchscreen mobile device served to a...
This study illustrates how mathematical communication and learning are inherently multimodal and embodied; hence, sight-disabled students are also able to conceptualize visuospatial information and mathematical concepts through tactile... more
This study illustrates how mathematical communication and learning are inherently multimodal and embodied; hence, sight-disabled students are also able to conceptualize visuospatial information and mathematical concepts through tactile and auditory activities. Adapting a perceptuomotor integration approach, the study shows that the lack of access to visual fields in an advanced mathematics course does not obstruct a blind student's ability to visualize, but transforms it. The goal of this study is not to compare the visually impaired student with non-visually impaired students to address the ‘differences’ in understanding; instead, I discuss the challenges that a blind student, named Anthony, has encountered and the ways that we tackled those problems. I also demonstrate how the proper and precisely crafted tactile materials empowered Anthony to learn mathematical functions.
Research Interests:
This study illustrates how mathematical communication and learning are inherently multimodal and embodied; hence, sight-disabled students are also able to conceptualize visuospatial information and mathematical concepts through tactile... more
This study illustrates how mathematical communication and learning are inherently multimodal and embodied; hence, sight-disabled students are also able to conceptualize visuospatial information and mathematical concepts through tactile and auditory activities. Adapting a perceptuomotor integration approach, the study shows that the lack of access to visual fields in an advanced mathematics course does not obstruct a blind student's ability to visualize, but transforms it. The goal of this study is not to compare the visually impaired student with non-visually impaired students to address the ‘differences’ in understanding; instead, I discuss the challenges that a blind student, named Anthony, has encountered and the ways that we tackled those problems. I also demonstrate how the proper and precisely crafted tactile materials empowered Anthony to learn mathematical functions.
Research Interests:
This study illustrates how mathematical communication and learning are inherently multimodal and embodied; hence, sight-disabled students are also able to conceptualize visuospatial information and mathematical concepts through tactile... more
This study illustrates how mathematical communication and learning are inherently multimodal and embodied; hence, sight-disabled students are also able to conceptualize visuospatial information and mathematical concepts through tactile and auditory activities. Adapting a perceptuomotor integration approach, the study shows that the lack of access to visual fields in an advanced mathematics course does not obstruct a blind student's ability to visualize, but transforms it. The goal of this study is not to compare the visually impaired student with non-visually impaired students to address the ‘differences’ in understanding; instead, I discuss the challenges that a blind student, named Anthony, has encountered and the ways that we tackled those problems. I also demonstrate how the proper and precisely crafted tactile materials empowered Anthony to learn mathematical functions.
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Recent advances in the study of mathematics embodiment have given rise to renewed interest in how mathematical learning relates to our bodily actions and the sensorimotor system. In this dissertation, I explore the embodiment of... more
Recent advances in the study of mathematics embodiment have given rise to renewed interest in how mathematical learning relates to our bodily actions and the sensorimotor system. In this dissertation, I explore the embodiment of mathematics learning with a particular focus on the relationship among gestures, hand and finger movements, and the use of mathematical tools. The theoretical lens of perceptuomotor integration enabled me to articulate mathematics learning through the development of tool fluency within a non-dualistic view of mathematical tools. The dissertation is structured as three stand-alone descriptive case studies that adopt Husserl's phenomenological attitude in analysing participants' lived experience while using mathematical tools. The results provided evidence for a high degree of gestural and bodily engagement while learning, communicating, and playing with mathematical tools. In the third paper, I have proposed a new methodological approach to systematically analyse video data using StudioCode. This methodology enabled me to catalogue interactions in order to monitor and assess the emergence of mathematics expertise while the learner interacted with the mathematical tool.
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Abstract: In this presentation, I will describe how the use of touchscreen-based technology can enable young children's sensory engagement in learning mathematics through introducing a novel iPad application called TouchCounts.... more
Abstract: In this presentation, I will describe how the use of touchscreen-based technology can enable young children's sensory engagement in learning mathematics through introducing a novel iPad application called TouchCounts. TouchCounts connects touchscreen-based technology with finger-counting and encourages the child to use their fingers to summon objects (numbers) and associate specific gestures to numerical operations. Drawing upon Nemirovsky's perceptuomotor integration theoretical lens and other foundational aspects of Husserlian phenomenology, the study reports on a preschool child named Alex developing mathematical tool fluency and expertise. Overall, this case study demonstrates that one-on-one multimodal touch, sight and auditory feedback via a touchscreen device can serve to assist in a child's development of number sense.
Research Interests:
In this exploratory case study, we describe how teacher candidates with minimal mathematics knowledge of spherical geometry construct, discuss, manipulate and share the three-right angled triangle on a sphere using GeoGebra software. The... more
In this exploratory case study, we describe how teacher candidates with minimal mathematics knowledge of spherical geometry construct, discuss, manipulate and share the three-right angled triangle on a sphere using GeoGebra software. The study aims to demonstrate how mathematical understanding can begin with an object construction and manipulation in Dynamic Geometry Environment (DGE). Our ideas emerge from teacher candidates' use of the touchscreen-based computers mounted in a concept classroom following by embedding constructions in Canvas– Learning Management System (LMS), aiming to develop their understanding of spatial ability and spherical geometry. In this paper, we are not focusing on trigonometric laws, or other mathematical properties of the spherical triangle, instead we are introducing the construction of spherical triangle to not mathematics or science major teacher candidates. Some theory and techniques, including angel measurements on the sphere in a dynamic way are also learned along the way. Adapting Arzarello et al.'s (2014) theoretical framework of touch interactions and using Nemirovsky et al.'s (2013) perceptuomotor integration approach, augmented by a focus on the role of the bodily interactions in the mathematical learning with a touchscreen device, we assess and analyse how mathematical learning occurs when learners interact with touchscreen-based technologies and their peers. The result of the study showed that the mathematical construction and manipulation along with touchscreen-based interactions play a crucial role in developing spatial skills, which consequently triggers dynamic forms of mathematical communication. We also present evidence of collaborative engagement where teacher candidates engage in angle measurement of spherical triangles.
Research Interests:
Most (under)graduate students with profound vision disability avoid taking mathematics courses at university level. In this paper, we argue that mathematical communication and learning are inherently multimodal and embodied; hence, sight... more
Most (under)graduate students with profound vision disability avoid taking mathematics courses at university level. In this paper, we argue that mathematical communication and learning are inherently multimodal and embodied; hence, sight disabled students are also able to conceptualize visuospatial information. Adapting Vygotsky's mediation theory, we show that lack of access to visual fields in an advance mathematics course does not obstruct a blind student's ability to visualize, but rather modifies it. We also argue proper precise tactile materials might empower blind students to better visualize mathematical functions.
Research Interests:
When a group of students come together to engage in negotiation about mathematical ideas and activities, they draw on each other’s cultural experiences for a shared understanding of mathematical meanings. This chapter considers how mobile... more
When a group of students come together to engage in negotiation about mathematical ideas and activities, they draw on each other’s cultural experiences for a shared understanding of mathematical meanings. This chapter considers how mobile technologies, along with children’s collaborative engagements, can enhance mathematical learning. We adapted the theory of touchscreen-based interactions to assess and analyse how mathematical learning occurs when learners interact with mobile technologies and their peers. We also utilize StudioCode software to analyse children’s interactions with a mathematical tool in order to better understand their collaborative practices and how they reflect using touchscreen-based devices. Our ideas emerge from children’s use of an iPad application called TouchCounts, which aims to develop number sense. Overall, we found that the one-on-one multimodal touch, sight, and auditory feedback via a touchscreen mobile device can serve to assist children' collaborative engagement and help children develop their number sense.