Sowing the seeds of algebraic generalization: designing epistemic affordances for an intelligent microworld.
This paper describes the design of a mathematical microworld to tackle the persistent difficulties that secondary school students have with the idea of algebraic generalization, which is a key stumbling block in secondary-school mathematics classrooms. Our focus is to characterize algebraic ways of...
| Publicado en: | Journal of Computer Assisted Learning Vol. 29; no. 1; pp. 68 - 85 |
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| Autores principales: | , , , |
| Formato: | research Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104409991&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104409991 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2013 vid: 29 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104409991 84740580 10.1111/j.1365-2729.2011.00469.x 104409991 ppf: 68 ppct: 17 formats: tig: atl: Sowing the seeds of algebraic generalization: designing epistemic affordances for an intelligent microworld. aug: au: Mavrikis, M. Noss, R. Hoyles, C. Geraniou, E. affil: London Knowledge Lab, Institute of Education, University of London, London, UK sug: subj: Computer-Assisted Instruction In Adolescence Mathematics Education Learning Methods Epistemology Human United Kingdom Adolescence Students, Middle School Educational Technology Learning Environment Graphical User Interface Vignettes Conceptual Framework Adolescent: 13-18 years ab: This paper describes the design of a mathematical microworld to tackle the persistent difficulties that secondary school students have with the idea of algebraic generalization, which is a key stumbling block in secondary-school mathematics classrooms. Our focus is to characterize algebraic ways of thinking and to design both affordances of the system as well as suitable tasks and pedagogies that provide a substrate of activity and experience for the teaching and learning of algebraic generalizations. Using as reference illustrative cases of 12 to 13-year-old students' interaction with the microworld, we demonstrate the strong interplay between epistemology and the design of the microworld and draw conclusions regarding its potential to support the development of algebraic ways of thinking. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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