Exploring the mathematics of motion through construction and collaboration.
In this paper, we give a detailed account of the design principles and construction of activities designed for learning about the relationships between position, velocity and acceleration, and corresponding kinematics graphs. Our approach is model-based, that is, it focuses attention on the idea tha...
| Published in: | Journal of Computer Assisted Learning Vol. 22; no. 2; pp. 114 - 137 |
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| Main Authors: | , , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Apr2006
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106424961&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106424961 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2006 vid: 22 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106424961 106424961 2009141451 10.1111/j.1365-2729.2006.00164.x 106424961 ppf: 114 ppct: 23 formats: tig: atl: Exploring the mathematics of motion through construction and collaboration. aug: au: Simpson G Hoyles C Noss R affil: London Knowledge Lab, Institute of Education, University of London, London, UK sug: subj: Collaboration Computer-Assisted Instruction Mathematics Education Motion Education England Mediterranean Islands Students Human ab: In this paper, we give a detailed account of the design principles and construction of activities designed for learning about the relationships between position, velocity and acceleration, and corresponding kinematics graphs. Our approach is model-based, that is, it focuses attention on the idea that students constructed their own models - in the form of programs - to formalise and thus extend their existing knowledge. In these activities, students controlled the movement of objects in a programming environment, recording the motion data and plotting corresponding position-time and velocity-time graphs. They shared their findings on a specially designed Web-based collaboration system, and posted cross-site challenges to which others could react. We present learning episodes that provide evidence of students making discoveries about the relationships between different representations of motion. We conjecture that these discoveries arose from their activity in building models of motion and their participation in classroom and online communities. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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