A framework for designing comics-based mathematics instructional materials
Purpose and Research Question - In this paper we propose a PATH framework for designing comicsbased
instructional material for classroom lesson enactment through conducting a literature review in mathematics education.
Methodology – Systematic review was made with a focus on the potential benefits of comics for education, in particular, on developing students’ motivation for learning and facilitating their knowledge retention.
Findings – We further demonstrate with an exemplar the use of the framework in designing one set of comics-based instructional material for lower secondary mathematics lessons on mensuration.
Significance and Contribution in Line with Philosophy of LSM Journal – An exemplar of a comics-based instructional material designed according to the PATH-CoHANa framework.
Comics for mathematics instruction for future-ready learners
In this paper we present the views that the roles of comics for mathematics instruction extend beyond the role of addressing the affective needs of students, in particular the lower achieving students. We argue that within the broader framework of contextualization, comics have the potential to reach out to the entire spectrum of students to develop their higher order thinking skills and even raise their cognizance to environmental issues. Two exemplars based on the research carried out by us are presented.
MAthematics is Great: I Can And Like (MAGICAL)
This project is a cross-discipline mix-method study which aims to explore and develop a package of alternative approach to teach Lower Secondary Normal (Technical) mathematics using story-telling, comics, and other graphic stimulus in context. It will study the effect of this alternative approach on students' mathematical self-concept, motivation to learn mathematics and achievement in mathematics. As an outcome of this project, a package (MAGICAL) will be developed to teach three main topics in N(T) mathematics. The package will be presented in (i) print form; (ii) web-based material; and (iii) mobile apps for use by schools. For data collection, both qualitative and quantitative methods will be used. A series of professional development will be provided for participating teachers as an essential by product