This blogpost was authored by Dr. Santiago Alonso Palmas Pérez. Dr. Palmas Pérez is based at the Universidad Autónoma Metropolitana Lerma, Mexico, and specialises in mathematical education for diverse learners. He visited the University of Bristol as a Next Generation Visiting Researcher in Spring 2024 to collaborate with Professor Alf Coles in the School of Education.
During a few transformative weeks in April and May 2024, I had the incredible opportunity to spend my sabbatical at the University of Bristol. The project that brought me there was titled “Development and Evaluation of a Technological Tool for Early Algebra Teaching,” and I had the privilege of working under the mentorship of Professor Alf Coles at the School of Education.
Setting the Stage: Project Goals and Early Steps
The primary goal of my sabbatical was to create an interactive digital tool based on Cuisenaire rods, specifically designed to teach algebraic concepts before arithmetic. Drawing inspiration from the educational theories of Caleb Gattegno and Vasily Davydov, I aimed to address some of the key challenges in early algebra education. My plan involved developing a digital application, conducting experimental studies in real educational settings, and eventually publishing the results.
Collaboration and Unexpected Innovations
Working with Alf Coles was not only productive but also deeply enjoyable. We encountered some initial delays with the app development, but this turned out to be a blessing in disguise. These delays allowed us to dive deeper into the design process, ultimately leading to the creation of a tool that is far more impactful than we initially envisioned. This pedagogically meaningful tool is now on the brink of being tested with users.
One of the exciting innovations we’re currently writing about is how different educational resources can invoke various metaphors for numbers—such as understanding numbers as lengths or objects. This insight has led us to emphasize the importance of maintaining coherence in these metaphors when using educational tools.
A Time of Growth and Friendship
Over the course of my sabbatical, we made significant strides:
- App Development and Testing: We designed a specialized digital tool to utilize Cuisenaire rods, allowing for more dynamic manipulation and exploration of algebraic concepts.
- Publications and Presentations: We are currently drafting two articles, including “Metaphors of Numbers: Where Do We Get Coherence?” which will explore the philosophical and pedagogical implications of our work.
- Building Connections: My time in Bristol wasn’t just about work. Alf was an exceptional host, and we’ve developed a strong friendship over the course of this experience. We even managed to squeeze in some baseball games, which was a fantastic way to unwind and bond outside of our academic pursuits.
Impact and Looking Ahead
The work we’ve done has already made a noticeable impact on advancing early algebra education through innovative digital tools. As we move forward, I plan to continue refining the application, publishing our findings, and exploring larger-scale studies to evaluate its effectiveness in various educational contexts.
This sabbatical has been an enriching experience in every sense—professionally, academically, and personally. I’m eager to bring the knowledge and experiences I’ve gained back to UAM Lerma, where I can further develop and share these insights with my colleagues and students.
Wrapping Up
My sabbatical at the University of Bristol has been a truly rewarding experience, filled with collaboration, innovation, and new friendships. I’m looking forward to the next steps in this journey and to applying everything I’ve learned to make a meaningful difference in the field of education.
