Computer-Based Learning Environments in Mathematics

Becker, Jerry P.; Selter, Christoph

doi:10.1007/978-94-009-1465-0_15

Cited by 62 publications

(59 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…(p. 331). Balacheff and Kaput (1996) claim that characteristics of DGEs result in creating new mathematics, a geometry that is different from Euclidian geometry in the plane.…”

Section: Theoretical Perspectivementioning

confidence: 99%

Instrumental Appropriation of a Collaborative, Dynamic-Geometry Environment and Geometrical Understanding

Alqahtani

Powell

2016

IJEMST

View full text Add to dashboard Cite

“…(p. 331). Balacheff and Kaput (1996) claim that characteristics of DGEs result in creating new mathematics, a geometry that is different from Euclidian geometry in the plane.…”

Section: Theoretical Perspectivementioning

confidence: 99%

Instrumental Appropriation of a Collaborative, Dynamic-Geometry Environment and Geometrical Understanding

Alqahtani

Powell

2016

IJEMST

View full text Add to dashboard Cite

“…Radford (2002) provides theoretical support from a socio-cultural perspective. Balacheff and Kaput (1996) provide an extensive review of ILEs for mathematics, and highlight the continuous effort to diversify representations. Arguably, the issue of representation is inherent to mathematics, and thus emerges naturally when considering the design of learning environments in this domain.…”

Section: Design Based Researchmentioning

confidence: 99%

Design approaches in technology-enhanced learning

Mor

Winters

2007

Interactive Learning Environments

123

View full text Add to dashboard Cite

Design is a critical to the successful development of any interactive learning environment (ILE). Moreover, in technology enhanced learning (TEL), the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of Design Science (Simon, 1969). We then review the application of Design Experiments (Brown, 1992) and Design Patterns (Alexander et al., 1977) and argue that a patterns approach has the potential to address many of the critical challenges faced by learning technologists.

show abstract

“…Additionally, different types of inscriptions (e.g., digital pictures, models, and Web pages) as different notation systems could promote ways of knowing and doing science. That is, engaging in inscriptional practices might affect students' understanding about how scientific knowledge is constructed and have epistemological impact on science learning (Balacheff & Kaput, 1997). Possible interactions between inscriptional practices and students' epistemological understanding about science could be explored by future research.…”

Section: The Use Of Inscriptions and Science Learningmentioning

confidence: 99%

Exploring middle school students' use of inscriptions in project-based science classrooms

Wu¹,

Krajcik²

2006

Sci. Ed.

View full text Add to dashboard Cite

This study explores seventh graders' use of inscriptions in a teacher-designed project-based science unit. To investigate students' learning practices during the 8-month water quality unit, we collected multiple sources of data (e.g., classroom video recordings, student artifacts, and teacher interviews) and employed analytical methods that drew from a naturalistic approach. The findings showed that throughout the unit, provided with the teachers' scaffold and social, conceptual, and material resources, the seventh graders were able to use various inscriptions (e.g., digital pictures, Web pages, and models) to demonstrate meaningful inscriptional practices such as creating and using inscriptions to make arguments, to represent conceptual understandings, and to engage in thoughtful discussions. Inscriptions and associated practices provided students with experiences and understandings about certain ways to organize, transform, and link data or scientific ideas. However, when constructing inscriptions, students did not consider how the inscriptions could serve certain reasoning purposes. In addition, more scaffolds were needed to help students use multiple inscriptions to make a coherent argument.

show abstract

Computer-Based Learning Environments in Mathematics

Cited by 62 publications

References 49 publications

Instrumental Appropriation of a Collaborative, Dynamic-Geometry Environment and Geometrical Understanding

Instrumental Appropriation of a Collaborative, Dynamic-Geometry Environment and Geometrical Understanding

Design approaches in technology-enhanced learning

Exploring middle school students' use of inscriptions in project-based science classrooms

Contact Info

Product

Resources

About