Knowledge Representation in a Learning Environment for Euclidean Geometry

A Conceptual Framework for Digital Libraries for K–12 Mathematics Education: Part 1, Information Organization, Information Literacy, and Integrated Learning

“…More generally, Maria Alberti and Daniele Marini [2] state that computer systems have unparalleled versatility and power for representing concepts and processes, giving students direct access to exploration and manipulation. Such systems are cognitive and metacognitive tools, helping to make abstract ideas both concrete and visible, while "providing an occasion for 238 THE LIBRARY QUARTERLY turning the thinking process itself into an object of analysis and exploration" (p. 109).…”

“…Less attention has been paid to the use of digital materials for teaching and learning and how digital collections with powerful functionalities can be planned, designed, and implemented with pedagogic goals in mind [1]. It is a good time to examine digital libraries for mathematics education because (1) there are a growing number of national and international initiatives developing digital tools for mathematics (e.g., [2,3]), (2) there are a growing number of subject standards developed by classroom teachers and state educational agencies (e.g., [4]), (3) there is increasing momentum to support high-stakes testing in K-12 settings despite what we know about the weaknesses of this approach (e.g., [5][6][7]), and (4) there is a growing body of research aiming to link subject standards, especially in mathematics and science, and digital tools for K-12 education (e.g., [8,9]). …”