]> BibSonomy publications for /author/Noss http://www.bibsonomy.org/burst/author/Noss BibSonomy BuRST Feed for /author/Noss 2008-10-08T06:58:34+02:00 The Construction of Mathematical Meanings: Connecting the Visual with the Symbolic http://www.bibsonomy.org/bibtex/2dcc7eb49adf07d481e46a8689b26e8c9/yish yish 2008-05-30T06:29:23+02:00 abstraction construction ijceell06 ijtme2006 matchsticks mathematical meanings mythesis situated symbolic visual
The Construction of Mathematical Meanings: Connecting the Visual with the Symbolic
Richard Noss and Lulu Healy and Celia Hoyles Educational Studies in Mathematics 33 203-233 (1997)
to abstraction construction ijceell06 ijtme2006 matchsticks mathematical meanings mythesis situated symbolic visual by yish on 2008-05-30 06:29:23 ]]> Educational Studies in Mathematics2203-233The Construction of Mathematical Meanings: Connecting the Visual with the Symbolic331997abstraction construction ijceell06 ijtme2006 matchsticks mathematical meanings mythesis situated symbolic visual 2008-05-30 06:29:23.0In this paper, we explore the relationship between learners‘ actions, visualisations and the means by which these are articulated. We describe a microworld, Mathsticks, designed to help students construct mathematical meanings by forging links between the rhythms of their actions and the visual and corresponding symbolic representations they developed. Through a case study of two students interacting with Mathsticks, we illustrate a view of mathematics learning which places at its core the medium of expression, and the building of connections between different mathematisations rather than ascending to hierarchies of decontextualisation. Designing a programming-based approach for modelling scientific phenomena http://www.bibsonomy.org/bibtex/23d82349dd3082ec040f4861b2624681e/yish yish 2008-05-30T05:56:46+02:00 1d ILE collision constructionism design education ijceell06 ijtme2006 mythesis physics weblabs webreports
Designing a programming-based approach for modelling scientific phenomena
Gordon Simpson and Celia Hoyles and Richard Noss Journal of Computer Assisted Learning 21 143-158 (2005)
to 1d ILE collision constructionism design education ijceell06 ijtme2006 mythesis physics weblabs webreports by yish on 2008-05-30 05:56:46 ]]> Journal of Computer Assisted LearningApril2143-158Designing a programming-based approach for modelling scientific phenomena2120051d ILE collision constructionism design education ijceell06 ijtme2006 mythesis physics weblabs webreports 2008-05-30 05:56:46.0We describe an iteratively designed sequence of activities involving the modelling of one-dimensional collisions between moving objects based on programming in ToonTalk. Students aged 13–14 years in two settings (London and Cyprus) investigated a number of collision situations, classified into six classes based on the relative velocities and masses of the colliding objects. We describe iterations of the system in which students engaged in a repeating cycle of activity for each collision class: prediction of object behaviour from given collision conditions, observation of a relevant video clip, building a model to represent the phenomena, testing, validating and refining their model, and publishing it – together with comments – on our web-based collaboration system, WebReports. Students were encouraged to consider the limitations of their current model, with the aim that they would eventually appreciate the benefit of constructing a general model that would work for all collision classes, rather than a different model for each class. We describe how our intention to engage students with the underlying concepts of conservation, closed systems and system states was instantiated in the activity design, and how the modelling activities afforded an alternative representational framework to traditional algebraic description. Thinking in Progress http://www.bibsonomy.org/bibtex/235e51249bb837622b3192f1ef9228188/yish yish 2008-05-30T05:55:24+02:00 GmX IJCEELL cerme2005 cscl-2005 gmr ijtme2006 mathgamespatterns my mythesis noe-kaleidoscope sequences-ictmt7 weblabs webreports
Thinking in Progress
Yishay Mor and Celia Hoyles and Ken Kahn and Richard Noss and Gordon Simpson Micromath 20 17-23 (2004)
to GmX IJCEELL cerme2005 cscl-2005 gmr ijtme2006 mathgamespatterns my mythesis noe-kaleidoscope sequences-ictmt7 weblabs webreports by yish on 2008-05-30 05:55:24 ]]> Micromath217-23Thinking in Progress202004GmX IJCEELL cerme2005 cscl-2005 gmr ijtme2006 mathgamespatterns my mythesis noe-kaleidoscope sequences-ictmt7 weblabs webreports 2008-05-30 05:55:24.0 Exploring the mathematics of motion through construction and collaboration http://www.bibsonomy.org/bibtex/218e587a4a9d49017c60eca4464daeb7e/yish yish 2008-05-30T05:55:14+02:00 PlanetMakingStuffTogether communication computer constructionism game ijtme2006 learning lunarlander mathematics mathgamespatterns modelling mythesis programming science weblabs webreports
Exploring the mathematics of motion through construction and collaboration
Gordon Simpson and Celia Hoyles and Richard Noss Journal of Computer Assisted Learning 22 114-136 (2006)
to PlanetMakingStuffTogether communication computer constructionism game ijtme2006 learning lunarlander mathematics mathgamespatterns modelling mythesis programming science weblabs webreports by yish on 2008-05-30 05:55:14 ]]> Journal of Computer Assisted Learning2114-136Exploring the mathematics of motion through construction and collaboration222006PlanetMakingStuffTogether communication computer constructionism game ijtme2006 learning lunarlander mathematics mathgamespatterns modelling mythesis programming science weblabs webreports 2008-05-30 05:55:14.0In this paper we give a detailed account of the design principles and construction of activities underlying a model-based approach to learning about the relationships between position, velocity and acceleration, and corresponding kinematics graphs. In these activities, students controlled the movement of objects in a programming environment, recording the motion data and plotting corresponding position-time and velocity-time graphs. They shared their findings on a specially-designed web-based collaboration system, and posted cross-site challenges to which others could react. We present learning episodes that provide evidence of students making discoveries about the relationships between different representations of motion. We conjecture that these discoveries arose from their activity in building models of motion and their participation in classroom and online community. The Microevolution of Mathematical Knowledge: The Case of Randomness http://www.bibsonomy.org/bibtex/25823c499fc30baf7e96127cea1f85370/yish yish 2008-05-30T05:47:50+02:00 Boxer KalDesignResearch mathematical mythesis randomness
The Microevolution of Mathematical Knowledge: The Case of Randomness
David Pratt and Richard Noss Journal of the Learning Sciences 11 453-488 (2002)
to Boxer KalDesignResearch mathematical mythesis randomness by yish on 2008-05-30 05:47:50 ]]> Journal of the Learning Sciences4453-488The Microevolution of Mathematical Knowledge: The Case of Randomness112002Boxer KalDesignResearch mathematical mythesis randomness 2008-05-30 05:47:50.0In this article, we explore the growth of mathematical knowledge and in particular, seek to clarify the relation between abstraction and context. Our method is to gain a deeper appreciation of the process by which mathematical abstraction is achieved and the nature of abstraction itself, by connecting our analysis at the level of observation with a corresponding theoretical analysis at an appropriate grain size. In this article, we build on previous work to take a further step toward constructing a viable model of the microevolution of mathematical knowledge in context. The theoretical model elaborated here is grounded in data drawn from a study of 10 to 11 year olds' construction of meanings for randomness in the context of a carefully designed computational microworld, whose central feature was the visibility of its mechanisms-how the random behavior of objects actually "worked." In this article, we illustrate the theory by reference to a single case study chosen to illuminate the relation between the situation (including, crucially, its tools and tasks) and the emergence of new knowledge. Our explanation will employ the notion of situated abstraction as an explanatory device that attempts to synthesize existing micro- and macrolevel descriptions of knowledge construction. One implication will be that the apparent dichotomy between mathematical knowledge as decontextualized or highly situated can be usefully resolved as affording different perspectives on a broadening of contextual neighborhood over which a network of knowledge Windows on Mathematical Meanings : Learning Cultures and Computers http://www.bibsonomy.org/bibtex/224490771b2cdaed75b12c9218ac9ec7b/yish yish 2008-05-30T04:41:00+02:00 CiHB ILE KalDesignResearch PlanetMakingStuffTogether abstraction cerme6 constructionism ijceell06 ijtme2006 mathgamespatterns microworlds mythesis situated
Windows on Mathematical Meanings : Learning Cultures and Computers
Richard Noss and Celia Hoyles (1996)
to CiHB ILE KalDesignResearch PlanetMakingStuffTogether abstraction cerme6 constructionism ijceell06 ijtme2006 mathgamespatterns microworlds mythesis situated by yish on 2008-05-30 04:41:00 ]]> DordrechtHardcoverJuneWindows on Mathematical Meanings : Learning Cultures and Computers1996CiHB ILE KalDesignResearch PlanetMakingStuffTogether abstraction cerme6 constructionism ijceell06 ijtme2006 mathgamespatterns microworlds mythesis situated 2008-05-30 04:41:00.0{Why are mathematical ideas so hard? Is mathematics an unassailable peak, which only the few can ever hope to conquer? Or can mathematics be broadened to be accessible to the many? Noss and Hoyles have written a book which challenges some of the conventional wisdoms on the learning of mathematics. They use the computer as a window onto mathematical meaning-making, drawing together the threads of their individual and collaborative research over more than a decade. The pivot of their theory is the idea of webbing, which explains how someone struggling with a new mathematical idea can draw on supportive knowledge, and reconciles the individual's role in mathematical learning with the part played by epistemological, social and cultural forces.} Entwicklungsorientiertes Technologie-Management importedhttp://www.bibsonomy.org/bibtex/2925cfb31d88bb3d7e46e89b66f7200e3/fbw fbw 2008-05-29T13:01:59+02:00 imported
Entwicklungsorientiertes Technologie-Management
{Christian} Noss (2005)
to imported by fbw on 2008-05-29 13:01:59 ]]> KovaÿécXI, 396 SHamburgEntwicklungsorientiertes Technologie-Management2005imported 2008-05-29 13:01:59.0 Technical Infrastructure: The WebReports site http://www.bibsonomy.org/bibtex/26ba056ca751e97c19c9fca45e1447425/yish yish 2008-05-29T02:13:57+02:00 infrastructure learning mythesis technical weblabs webreports
Technical Infrastructure: The WebReports site
Gordon Simpson and Yishay Mor and Jesper Holmberg and Richard Noss and Jakob Tholander and Ken Kahn and Celia Hoyles (2007)
to infrastructure learning mythesis technical weblabs webreports by yish on 2008-05-29 02:13:57 ]]> Technical Infrastructure: The WebReports siteproject report2007infrastructure learning mythesis technical weblabs webreports 2008-05-29 02:13:57.0The WebReports website allows children to create text-based and interactive content that is accessible on line and to comment on each other’s work, thereby being provided with opportunities to collaboratively build knowledge around a range of different learning domains. In this document we first summarise our key findings. We then provide an account of the evolution of the system during the three years of the project, giving the rationale for our major changes. Finally, we describe the functionality and architecture of the final version of the WebReports system. Project web site: http://www.lkl.ac.uk/kscope/weblabs/ See also: Yishay Mor, Jakob Tholander and Jesper Holmberg (2005) Designing for cross-cultural web-based knowledge building (http://telearn.org/open-archive/browse?resource=238_v1). The 10th Computer Supported Collaborative Learning (CSCL) conference Yishay Mor, Richard Noss, Celia Hoyles, Ken Kahn and Gordon Simpson (2006). Designing to see and share structure in number sequences (http://telearn.org/open-archive/browse?resource=237_v1). the International Journal for Technology in Mathematics Education, (13)2:65-78, Gordon Simpson, Celia Hoyles and Richard Noss. Exploring the mathematics of motion through construction and collaboration (http://telearn.org/open-archive/browse?resource=202_v1). Journal of Computer Assisted Learning, (22)2:114-136 Developing new notations for a learnable mathematics in the computational era http://www.bibsonomy.org/bibtex/2f0f560b7ec45dfb2ba2e5c3a5ab3eb8d/yish yish 2008-04-28T08:25:56+02:00 IJCEELL computational constructionism learning mathematics mythesis notation representation
Developing new notations for a learnable mathematics in the computational era
James J Kaput and Richard Noss and Celia Hoyles Handbook of International Research in Mathematics Education 51-75 (2002)
to IJCEELL computational constructionism learning mathematics mythesis notation representation by yish on 2008-04-28 08:25:56 ]]> LondonHandbook of International Research in Mathematics Education51-75Developing new notations for a learnable mathematics in the computational era2002IJCEELL computational constructionism learning mathematics mythesis notation representation 2008-04-28 08:25:56.0Not for the first time we are at a turning point in intellectual history. The appearances of new computational forms and literacies are pervading the social and economic lives of individuals and nations alike. Yet nowhere is this upheaval correspondingly represented in educational systems, in classrooms, or in school curricula. As far as mathematics is concerned, the massive changes to mathematics that characterize the late twentieth century—in terms of the way it is done, and what counts as mathematics—are almost invisible in the classrooms of our schools and, to only a slightly lesser extent, our universities. Building Rules. http://www.bibsonomy.org/bibtex/295d26ec13ef82d5e190b7c1a17a44870/yish yish 2008-04-26T18:54:13+02:00 building constructionism design education games learning playground
Building Rules.
Ronnie Goldstein and Ivan Kalas and Richard Noss and Dave Pratt Cognitive Technology 267-281 (2001)
to building constructionism design education games learning playground by yish on 2008-04-26 18:54:13 ]]> Cognitive Technologyconf/ct/2001267-281Lecture Notes in Computer ScienceBuilding Rules.21172001building constructionism design education games learning playground 2008-04-26 18:54:13.0This paper reports on aspects of the Playground project in which young children (age 6 to 8) are writing and sharing their own computer videogames. We discuss how structures in the kernel language influenced the design of one of the project’s playgrounds and in turn children’s thinking and use of rules. One feature of the paper is the range of children’s responses to the task of translating their ideas for games into formal rules; kernel features, such as object orientation and the use of events, at times support and at other times constrain those responses.