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Everyday Matters in Science and Mathematics
This book re-examines the dichotomy between the everyday and the disciplinary in mathematics and science education, and explores alternatives to this opposition from points of view grounded in the close examination of complex classroom events. It makes the case that students' everyday experience and knowledge in their entire manifold forms matter crucially in learning sciences and mathematics. The contributions of 13 research teams are organized around three themes: 1) the experiences of students in encounters with everyday matters of a discipline; 2) the concerns of curriculum designers, including teachers, as they design activities intended to focus on everyday matters of a discipline; and...
Cscl 2
CSCL 2: Carrying Forward the Conversation is a thorough and up-to-date survey of recent developments in Computer Supported Collaborative Learning, one of the fastest growing areas of research in the learning sciences. A follow-up to CSCL: Theory and Practice of an Emerging Paradigm (1996), this volume both documents how the field has grown and fosters a meaningful discussion of how the research program might be advanced in substantive ways. Recognizing the long-standing traditions of CSCL work in Europe and Japan, the editors sought to broaden and expand the conversation both geographically and topically. The 45 participating authors represent a range of disciplinary backgrounds, including a...
Mathematical Representation at the Interface of Body and Culture
Over the past two decades, the theoretical interests of mathematics educators have changed substantially—as any brief look at the titles and abstracts of articles shows. Largely through the work of Paul Cobb and his various collaborators, mathematics educators came to be attuned to the intricate relationship between individual and the social configuration of which she or he is part. That is, this body of work, running alongside more traditional constructivist and psychological approaches, showed that what happens at the collective level in a classroom both constrains and affords opportunities for what individuals do (their practices). Increasingly, researchers focused on the mediational ro...
Approaches to Algebra
In Greek geometry, there is an arithmetic of magnitudes in which, in terms of numbers, only integers are involved. This theory of measure is limited to exact measure. Operations on magnitudes cannot be actually numerically calculated, except if those magnitudes are exactly measured by a certain unit. The theory of proportions does not have access to such operations. It cannot be seen as an "arithmetic" of ratios. Even if Euclidean geometry is done in a highly theoretical context, its axioms are essentially semantic. This is contrary to Mahoney's second characteristic. This cannot be said of the theory of proportions, which is less semantic. Only synthetic proofs are considered rigorous in Gr...
Knowledge and Interaction
Decades of research in the cognitive and learning sciences have led to a growing recognition of the incredibly multi-faceted nature of human knowing and learning. Up to now, this multifaceted nature has been visible mostly in distinct and often competing communities of researchers. From a purely scientific perspective, "siloed" science—where different traditions refuse to speak with one another, or merely ignore one another—is unacceptable. This ambitious volume attempts to kick-start a serious, new line of work that merges, or properly articulates, different traditions with their divergent historical, theoretical, and methodological commitments that, nonetheless, both focus on the highl...
Microcomputer-Based Labs: Educational Research and Standards
Microcomputer-based labs, the use of real-time data capture and display in teaching, give the learner new ways to explore and understand the world. As this book shows, the international effort over a quarter-century to develop and understand microcomputer-based labs (MBL) has resulted in a rich array of innovative implementations and some convincing evidence for the value of computers for learning. The book is a sampler of MBL work by an outstanding international group of scientists and educators, based on papers they presented at a seminar held as part of the NATO Special Programme on Advanced Educational Technology. The story they tell of the development of MBL offers valuable policy lessons on how to promote educational innovation. The book will be of interest to a wide range of educators and to policy makers.
Labnet
Connected by a computer telecommunications network, ninth-graders from eight high schools scattered thousands of miles across Alaska work together, building a robot submarine to gather samples from the floor of Prince William Sound. This is high school science as some teachers and educational reformers today envision it -- centered on student projects that encourage learning by doing...supported by modern technology...enriched by collaboration among students and teachers, both face to face and far apart. This example is drawn from LabNet, a three-year effort funded by the National Science Foundation. The project was conducted by Technical Education Research Centers (TERC), a nonprofit educat...
What is a Mathematical Concept?
Leading thinkers in mathematics, philosophy and education offer new insights into the fundamental question: what is a mathematical concept?
Symbolizing, Modeling and Tool Use in Mathematics Education
This book explores the option of building on symbolizing, modeling and tool use as personally meaningful activities of students. It discusses the dimension of setting: varying from the study of informal, spontaneous activity of students, to an explicit focus on instructional design, and goals and effects of instruction; and the dimension of the theoretical framework of the researcher: varying from constructivism, to activity theory, cognitive psychology and instructional-design theory.
