ON THE EDGES OF FLOW: STUDENT ENGAGEMENT IN PROBLEM SOLVING - Peter Liljedahl
Liljedahl, P. (under review) Liljedahl, P. (under review). On the edges of flow: Student problem solving behavior. In S. Carreira, N. Amado, & K. Jones (eds.), Broadening the scope of research on mathematical problem solving: A focus on technology, creativity and affect. New York, NY: Springer.
MIHALY CSÍKSZENTMIHÁLYI THE OPTIMAL EXPERIENCE MIHALY CSÍKSZENTMIHÁLYI
OPTIMAL EXPERIENCE There are clear goals every step of the way. There is immediate feedback on one’s actions. There is a balance between challenges and skills. Attention is focused on one’s actions. Distractions are excluded from consciousness. There is no worry of failure. Self-consciousness disappears. The sense of time becomes distorted. The activity becomes satisfying in its own right. - Csíkszentmihályi (1990) OPTIMAL EXPERIENCE
OPTIMAL EXPERIENCE - internal There are clear goals every step of the way. There is immediate feedback on one’s actions. There is a balance between challenges and skills. Attention is focused on one’s actions. Distractions are excluded from consciousness. There is no worry of failure. Self-consciousness disappears. The sense of time becomes distorted. The activity becomes satisfying in its own right. - Csíkszentmihályi (1990) OPTIMAL EXPERIENCE - internal
OPTIMAL EXPERIENCE - external There are clear goals every step of the way. There is immediate feedback on one’s actions. There is a balance between challenges and skills. Attention is focused on one’s actions. Distractions are excluded from consciousness. There is no worry of failure. Self-consciousness disappears. The sense of time becomes distorted. The activity becomes satisfying in its own right. - Csíkszentmihályi (1990) OPTIMAL EXPERIENCE - external
OPTIMAL EXPERIENCE FLOW There are clear goals every step of the way. There is immediate feedback on one’s actions. There is a balance between challenges and skills. FRUSTRATION FLOW BOREDOM OPTIMAL EXPERIENCE
FLOW EXPERIENCE FLOW There are clear goals every step of the way. There is immediate feedback on one’s actions. There is a balance between challenges and skills. FRUSTRATION FLOW BOREDOM FLOW EXPERIENCE
FLOW EXPERIENCE FLOW = ENGAGEMENT There are clear goals every step of the way. There is immediate feedback on one’s actions. There is a balance between challenges and skills. FRUSTRATION FLOW = ENGAGEMENT BOREDOM FLOW EXPERIENCE
FRUSTRATION FLOW BOREDOM FLOW EXPERIENCE
FRUSTRATION FLOW BOREDOM FLOW EXPERIENCE
FRUSTRATION FLOW BOREDOM FLOW EXPERIENCE
FRUSTRATION FLOW BOREDOM MOMENTS OF IMBALANCE
METHODOLOGY – TEACHING STYLE Liljedahl, P. (2016). Building thinking classrooms: Conditions for problem solving. In P. Felmer, J. Kilpatrick, & E. Pekhonen (eds.), Posing and Solving Mathematical Problems: Advances and New Perspectives. (pp. 361-386). New York, NY: Springer. Liljedahl, P. (2014). The affordances of using visibly random groups in a mathematics classroom. In Y. Li, E. Silver, & S. Li (eds.), Transforming Mathematics Instruction: Multiple Approaches and Practices. (pp. 127-144). New York, NY: Springer. METHODOLOGY – TEACHING STYLE
FRUSTRATION FLOW BOREDOM CHALLENGE TOO LOW
FRUSTRATION FLOW TOLERANCE BOREDOM CHALLENGE TOO LOW
FRUSTRATION FLOW TOLERANCE BOREDOM CHALLENGE TOO LOW
FRUSTRATION FLOW TOLERANCE BOREDOM CHALLENGE TOO HIGH
FRUSTRATION FLOW PERSEVERANCE TOLERANCE BOREDOM CHALLENGE TOO HIGH
FRUSTRATION FLOW PERSEVERANCE TOLERANCE BOREDOM CHALLENGE TOO HIGH
FRUSTRATION FLOW PERSEVERANCE TOLERANCE BOREDOM MODIFIED FLOW
THANK YOU! liljedahl@sfu.ca www.peterliljedahl.com/presentations @pgliljedahl