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VISUAL TRAINING AT ILLINOIS INSTITUTE OF TECHNOLOGY: AESTHETICS IN ARCHITECTURAL EDUCATION
Title
VISUAL TRAINING AT ILLINOIS INSTITUTE OF TECHNOLOGY: AESTHETICS IN ARCHITECTURAL EDUCATION
Creator
Jones, Kristin
Date
2016, 2016-05
Description
Over the course of 78 years, an aesthetic ideal which embodies architectural values has been collectively cultivated through Visual Training...
Show moreOver the course of 78 years, an aesthetic ideal which embodies architectural values has been collectively cultivated through Visual Training at the Illinois Institute of Technology (IIT) school of architecture in Chicago. This dissertation provides a comprehensive explanation of Visual Training as it has been conducted at IIT. It promotes a better understanding of the background of Visual Training, the pedagogical practice of the Visual Training exercises, and the ongoing value of the course. The dissertation traces the underpinnings of Visual Training through the writings of Walter Peterhans, founder and Professor of Visual Training at IIT from 1938-1960, Ludwig Mies van der Rohe, Professor and Director of Architecture at IIT from 1938-1958 and other key figures. The thesis shows how the Visual Training program at IIT was influenced by movements in philosophy and mathematics in early 20th century Germany and how existing pedagogy at the Bauhaus was adapted to serve its aim. The dissertation includes an explanation of each exercise in the Visual Training program. It makes explicit the point of each exercise, how each one is conducted and why. Original detailed descriptions, illustrated with examples, show what a student gains from each exercise and how the process of performing the exercise achieves that end. The dissertation compares the way in which the Visual Training program originally developed in relation to other courses in the architecture curriculum to disclose the meaning of architecture, and what has happened in Visual Training as the architecture program at IIT has continued to evolve. The thesis brings to light enduring epistemological tensions underlying architectural education.
Ph.D. in Architecture, May 2016
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WHAT IMPACT DO NUMBER TALKS HAVE ON ELEMENTARY CLASSROOM MATHEMATICAL DISCOURSE AND STUDENT AND TEACHER ATTITUDES TOWARD MATHEMATICS?
Title
WHAT IMPACT DO NUMBER TALKS HAVE ON ELEMENTARY CLASSROOM MATHEMATICAL DISCOURSE AND STUDENT AND TEACHER ATTITUDES TOWARD MATHEMATICS?
Creator
Sleezer, Meghan V
Date
2021
Description
Number Talks, created in the early 1990s by Ruth Parker and Kathy Richardson, have gained popularity in the mathematics education community...
Show moreNumber Talks, created in the early 1990s by Ruth Parker and Kathy Richardson, have gained popularity in the mathematics education community over the past decade with the publication of the book series Number Talks (Parrish, 2010, 2014), and especially since the publication of Making Number Talks Matter (Humphreys & Parker, 2015). All in all, the authors contend Number Talks can bring joy into the classroom (Humphreys and Parker, 2015, p. 6), improving student attitudes about mathematics and ultimately allowing for a more productive disposition. The characteristic that separates Number Talks from other pedagogical tools is the disconnectedness from the rest of the lesson: Number Talks need not build up to or build upon the day’s objective. Thus, what the authors argue is that the activity of Number Talks itself – albeit disconnected from the day’s objective – improves all of the aforementioned skills, regardless of what occurs during the remainder of each class session.Eight teachers from five different Chicago-area private grade schools implemented Number Talks in their 3rd-5th grade classrooms for four to six weeks in the early part of the year 2020. Student attitudes toward mathematics and toward mathematical discourse were assessed by way of survey and classroom observation before and after implementation. Classroom interactions and levels of mathematical discourse during the normal class time (outside of the Number Talk session) were assessed before and during implementation. No significant changes (positive or negative) relating to any measure were found. Teachers noticed that students who enjoyed math before the implementation also enjoyed Number Talks, while students who struggled with math were mostly disenchanted with Number Talks. Future research includes exploring whether tailoring Number Talks to relate to the upcoming lesson improves the positive effects advertised by the authors. Teacher professional development related to ambitious teaching practices (NCTM, 2017) and growth mindset (Boaler, 2016b) may complement the use of Number Talks to result in improved attitudes and discourse.
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