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ON THE EDGES OF FLOW: STUDENT ENGAGEMENT IN PROBLEM SOLVING
- Peter Liljedahl
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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.
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MIHALY CSÍKSZENTMIHÁLYI
THE OPTIMAL EXPERIENCE MIHALY CSÍKSZENTMIHÁLYI
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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
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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
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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
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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
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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
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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
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FRUSTRATION FLOW BOREDOM FLOW EXPERIENCE
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FRUSTRATION FLOW BOREDOM FLOW EXPERIENCE
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FRUSTRATION FLOW BOREDOM FLOW EXPERIENCE
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FRUSTRATION FLOW BOREDOM MOMENTS OF IMBALANCE
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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 ). 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 ). New York, NY: Springer. METHODOLOGY – TEACHING STYLE
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FRUSTRATION FLOW BOREDOM CHALLENGE TOO LOW
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FRUSTRATION FLOW TOLERANCE BOREDOM CHALLENGE TOO LOW
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FRUSTRATION FLOW TOLERANCE BOREDOM CHALLENGE TOO LOW
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FRUSTRATION FLOW TOLERANCE BOREDOM CHALLENGE TOO HIGH
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FRUSTRATION FLOW PERSEVERANCE TOLERANCE BOREDOM CHALLENGE TOO HIGH
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FRUSTRATION FLOW PERSEVERANCE TOLERANCE BOREDOM CHALLENGE TOO HIGH
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FRUSTRATION FLOW PERSEVERANCE TOLERANCE BOREDOM MODIFIED FLOW
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THANK YOU! liljedahl@sfu.ca www.peterliljedahl.com/presentations
@pgliljedahl
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