Sahana Murthy
IIT Bombay
July 10, 2025
Designing Mathematical Experiences: What Shapes How Mathematics Is Learnt?: What shapes our experience of learning mathematics? Beyond theorems and proofs, our understanding is influenced by how mathematics is presented, explored, and discussed. This session will explore how the design of mathematical learning experiences is informed by the development of tools, platforms and representations, as well as the pedagogical frameworks to support learning. Drawing on current research in mathematics education, we will explore how environments such as GeoGebra for dynamic geometry, graphing, and function exploration, NetLogo for modeling emergent mathematical patterns and Jupyter Notebooks for integrating computation with explanation can make mathematical ideas more visible, interactive, and connected. We will also reflect on how design choices made by teachers, learners, or developers shape learning trajectories and influence the kinds of mathematical thinking that become possible. The session invites participants to reimagine mathematics classrooms as designed spaces where learning experiences involving technology are not just delivered but thoughtfully orchestrated. In addition, we will discuss our experiences with academia-adjacent career options.
IIT Bombay
July 10, 2025
Designing Mathematical Experiences: What Shapes How Mathematics Is Learnt?: What shapes our experience of learning mathematics? Beyond theorems and proofs, our understanding is influenced by how mathematics is presented, explored, and discussed. This session will explore how the design of mathematical learning experiences is informed by the development of tools, platforms and representations, as well as the pedagogical frameworks to support learning. Drawing on current research in mathematics education, we will explore how environments such as GeoGebra for dynamic geometry, graphing, and function exploration, NetLogo for modeling emergent mathematical patterns and Jupyter Notebooks for integrating computation with explanation can make mathematical ideas more visible, interactive, and connected. We will also reflect on how design choices made by teachers, learners, or developers shape learning trajectories and influence the kinds of mathematical thinking that become possible. The session invites participants to reimagine mathematics classrooms as designed spaces where learning experiences involving technology are not just delivered but thoughtfully orchestrated. In addition, we will discuss our experiences with academia-adjacent career options.