1,721,020 research outputs found
Integración del Aprendizaje Matemático y la Programación
No full textFil: Kynigos, Chronis. Universidad Nacional y Kapodistriana de Atenas (NKUA); Grecia.Fil: Milrad, Marcelo. Linnaeus University; Suecia.In this paper, we look closely at one example of an interdisciplinary approach regarding mathematics and programming. How can a mathematics teacher integrate a programming activity in their attempt to engage students in mathematical meaning making? To address this issue, we review interdisciplinary approaches to learning mathematics and programming while trying to develop a more articulate language to think about the challenge of integrating them. Accordingly, we decompose the problem on how to think of the joint learning of these two domains in order to serve mathematical thinking. Our proposed approach can be employed by teachers to design and think of activities integrating the two subjects in unit-disciplinary or interdisciplinary settings
Embedding Mathematics in Socio-Scientific Games: The Mathematical in Grappling with Wicked Problems
No full textThis paper discusses the ways in which digitally enabled transformation in mathematics education could envisage a role for rationality in post-normal science and wicked problems. The scene is set firstly by reviewing the ways in which digital media have been designed and used in transformative mathematics education as a rationale for thinking about such media for wicked problem education. The problem is set in epistemological terms: can normal science approaches contribute to post-normal science? By considering the basic arguments regarding wicked problem education, I focus on the discussion of a specific constructionist digital tool called ‘ChoiCo: Choices with Consequences’, designed to embed mathematical ideas and facilitate mathematical reasoning, yet be about grappling with wicked problems. The final section discusses student discourse to set the scene for what such reasoning might look like in the context of grappling with wicked problems. © 2024 by the author
Constructionism and Creativity, Proceedings of the 3rd International Constructionism Conference 2014
No full textThis book contains the proceedings of the third International 'Constructionism' Conference, following the tradition of the ones taken place in Paris 2010 and Athens 2012. It focuses on Creativity in constructionist environments at a time when special attention is given to coding as an integral part of literacy and to the maker movement as a vibrant learning-by-doing community. Important papers pointing the way forward in our thinking, describing cutting edge research and reflecting on a 50-year-old experience with constructionism accrue an impressive contribution to the field
Embedding Mathematics in Socio-Scientific Games : The Mathematical in Grappling with Wicked Problems
No full textThis paper discusses the ways in which digitally enabled transformation in mathematics education could envisage a role for rationality in post-normal science and wicked problems. The scene is set firstly by reviewing the ways in which digital media have been designed and used in transformative mathematics education as a rationale for thinking about such media for wicked problem education. The problem is set in epistemological terms: can normal science approaches contribute to post-normal science? By considering the basic arguments regarding wicked problem education, I focus on the discussion of a specific constructionist digital tool called 'ChoiCo: Choices with Consequences', designed to embed mathematical ideas and facilitate mathematical reasoning, yet be about grappling with wicked problems. The final section discusses student discourse to set the scene for what such reasoning might look like in the context of grappling with wicked problems
Half-Baked Logo Microworlds as Boundary Objects in Integrated Design
Get PDFThe paper addresses the problem of fragmentation of the communities involved in the design of digital media for education. It draws on the experience gained at the Educational Technology Lab in the design of Logo-based microworlds with three different platforms respectively based on component computing, 3D game engines and 3D navigation with a GIS. In this paper I use the term half-baked to describe a microworld which is explicitly designed to engage its users with changing it as the main aspect of their activity. I discuss this kind of microworld as a tool for integrated design involving people with diverse expertise and/or roles to communicate. These kinds of microworlds implicitly exist within the community, but they can be explicitly designed mediated and put to use in the role of facilitators for integrated design and development to enable a growing communication amongst researchers, technicians, teachers and students. A template for presenting microworlds which was constructed through the experience with four such integrated communities is used to describe for each respective case the design principles, the affordances, the histories of development and the variety of emergent microworlds
Adaptive Learning in Mathematics: Situating Multi Smart Øving in the Landscape of Digital Technologies for Mathematics Education
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Knowledge construction in the Bebras problem solving contest
No full textIn this workshop we will try to discuss the question: how can a computer science contest contribute to knowledge construction? Usually a contest tests already learned knowledge and skills. In the case of the Bebras contest no pre-knowledge and no specific skills are required by the students (age 10-19). While participating in the contest they can learn about different aspects of computer science concepts, like information representation, structures, algorithmic aspects, automation aspects, etc. While trying to solve given tasks the students may construct their knowledge that is related to the presented problem sets. The quality of the problem set is most important for giving the right stimuli for learning. That is why we will discuss, based on some given Bebras tasks, the attributes of tasks that allow a maximum effect on the learner´s knowledge construction
Describing Sustained Constructionist Activity
No full textButeau, Sacristin and Muller's target article raises the pertinent issue of how to describe a sustained undergraduate course on computational thinking and programming for mathematical learning. There is so little work on this issue that it is worthwhile to reflect on this study and to raise questions regarding the options and tools available or needed to understand sustained constructionist activity. Here, I focus on questions regarding how to understand the instructor's craft knowledge in practice and what constructionist mathematical learning may look like when programming is at the service of engagement with mathematical concepts.</p
The Mathematics Teacher in the Digital Era. An International Perspective on Technology Focused Professional Development
Get PDFGame Modding for Computational Thinking: An Integrated Design Approach
No full textIn this paper, we explore the possible contribution of game modification (or modding) process to the development of Computational Thinking skills by discussing the design of ChoiCo (Choices with Consequences), an online digital environment for game creation and modding. ChoiCo integrates three different affordances for designing its games: a map-based (GIS) game scene, a simplified database and block-based programming editors. We also present a pilot study in which Junior High School students used ChoiCo for creating mods of a given digital game, based on a three-step modding scenario
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