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Programming as Mathematical Narrative

by: Yishay Mor, and Richard Noss

In: International Journal of Continuing Engineering Education and Life-Long Learning IJCEELL, Vol. 18, Nr. 2 (2008) , p. 214-233.

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URL:	http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=493
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This paper describes a narrative-oriented approach to the design and the analysis of a computational system and a set of activities for mathematical learning. Our central contention is that programming can offer a key to resolving the tension between the different representational structures of narrative and mathematical formalism. In the course of describing our approach, we make a distinction between the epistemic-cognitive elements of narrative and the social, cultural and affective elements. We then elaborate the theoretical grounds of the individual epistemic facets of narrative. We propose a link between narrative theories of learning and constructionist traditions, specifically the notion of situated abstraction. This link suggests the possibility of further dialogue between the two academic communities

BibTeX record

@article{mornoss06,
  abstract = { This paper describes a narrative-oriented approach to the design and the analysis of a computational system and a set of activities for mathematical learning. Our central contention is that programming can offer a key to resolving the tension between the different representational structures of narrative and mathematical formalism. In the course of describing our
approach, we make a distinction between the epistemic-cognitive elements of narrative and the social, cultural and affective elements. We then elaborate the theoretical grounds of the individual epistemic facets of narrative. We propose a link between narrative theories of learning and constructionist traditions, specifically the notion of situated abstraction. This link suggests the possibility of further dialogue between the two academic communities },
  added-at = {2011-02-04T12:21:34.000+0100},
  author = {Mor, Yishay and Noss, Richard},
  biburl = {http://www.bibsonomy.org/bibtex/2b54f884125d439beee1afeab9c3ca6fa/yish},
  interhash = {63536356a52ca6953ab75efc57c03285},
  intrahash = {b54f884125d439beee1afeab9c3ca6fa},
  journal = {International Journal of Continuing Engineering Education and Life-Long Learning  (IJCEELL)},
  keywords = {KalDesignResearch TEL cerme6 constructionism eLPBookMor gmr haifa-edtech learning maths my myown mythesis narrative polonsky programming selected sequences top},
  number = 2,
  pages = {214-233},
  timestamp = {2011-02-04T12:21:34.000+0100},
  title = {Programming as Mathematical Narrative},
  url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=493},
  volume = 18,
  year = 2008
}

Endnote record

%0 Journal Article
%1 mornoss06
%A Mor, Yishay
%A Noss, Richard
%D 2008
%J International Journal of Continuing Engineering Education and Life-Long Learning  (IJCEELL)
%K 
%N 2
%P 214-233
%T Programming as Mathematical Narrative
%U http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=493
%V 18
%X  This paper describes a narrative-oriented approach to the design and the analysis of a computational system and a set of activities for mathematical learning. Our central contention is that programming can offer a key to resolving the tension between the different representational structures of narrative and mathematical formalism. In the course of describing our
approach, we make a distinction between the epistemic-cognitive elements of narrative and the social, cultural and affective elements. We then elaborate the theoretical grounds of the individual epistemic facets of narrative. We propose a link between narrative theories of learning and constructionist traditions, specifically the notion of situated abstraction. This link suggests the possibility of further dialogue between the two academic communities

BibSonomy :: publication ::

Programming as Mathematical Narrative

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Abstract

BibTeX record

Endnote record