Designing to See and Share Structure in Number Sequences
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| Title: | Designing to See and Share Structure in Number Sequences |
|---|---|
| Language: | English |
| Authors: | Mor, Yishay, Noss, Richard, Hoyles, Celia, Kahn, Ken, Simpson, Gordon |
| Source: | International Journal for Technology in Mathematics Education. 2006 13(2):65-78. |
| Availability: | Research Information Ltd. Grenville Court, Britwell Road, Burnham, Buckinghamshire, SL1 8DF, UK. Tel: +44-1628-600499; Fax: +44-1628-600488; e-mail: info@researchinformation.co.uk; Web site: http://www.researchinformation.co.uk/time.php |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Mathematics Education, Programming, Algebra, Foreign Countries, Computer Software, Mathematics Instruction, Computer Assisted Instruction, Mathematics Activities, Epistemology, Educational Environment, Task Analysis, Males |
| Geographic Terms: | United Kingdom (London) |
| ISSN: | 1744-2710 |
| Abstract: | This paper reports on a design experiment in the domain of number sequences conducted in the course of the "WebLabs" project. We iteratively designed and tested a set of activities and tools in which 10-14 year old students used the "ToonTalk" programming environment to construct models of sequences and series, and then shared their models and their observations about them utilising a web-based collaboration system. We report on the evolution of a design pattern (or programming method) called "streams" which enables students to engage in the process of summing and "holding the series in their hand", and consequently make sophisticated arguments regarding the mathematical structures of the sequences without requiring the use of algebra. While the focus of this paper is mainly on the design of activities, and in particular their epistemological foundations, some illustrative examples from the work of one group of students indicate the potential of the activities and tools for expressing and reflecting on deep mathematical ideas. (Contains 2 tables and 8 figures.) |
| Abstractor: | As Provided |
| Number of References: | 45 |
| Entry Date: | 2010 |
| Access URL: | https://www.tech.plym.ac.uk/research/mathematics_education/field%20of%20work/IJTME/volume_13/number_two.htm#two |
| Accession Number: | EJ874204 |
| Database: | ERIC |
| Abstract: | This paper reports on a design experiment in the domain of number sequences conducted in the course of the "WebLabs" project. We iteratively designed and tested a set of activities and tools in which 10-14 year old students used the "ToonTalk" programming environment to construct models of sequences and series, and then shared their models and their observations about them utilising a web-based collaboration system. We report on the evolution of a design pattern (or programming method) called "streams" which enables students to engage in the process of summing and "holding the series in their hand", and consequently make sophisticated arguments regarding the mathematical structures of the sequences without requiring the use of algebra. While the focus of this paper is mainly on the design of activities, and in particular their epistemological foundations, some illustrative examples from the work of one group of students indicate the potential of the activities and tools for expressing and reflecting on deep mathematical ideas. (Contains 2 tables and 8 figures.) |
|---|---|
| ISSN: | 1744-2710 |
