BibSonomyburst/author/NossBibSonomy RSS feed for /author/Noss2012-02-15T08:19:52+01:00http://www.bibsonomy.org/bibtex/23f016373b6bc0d377320bbf5a8512ede/yishyish2012-01-12T21:47:06+01:00education learning lifelong literacies mathematics technomathematical vocational workplace <span class="authorEditorList"><a href="/author/Hoyles">Celia Hoyles</a>, <a href="/author/Noss">Richard Noss</a>, <a href="/author/Kent">Phillip Kent</a>, and <a href="/author/Bakker">Arthur Bakker</a> </span><em>Taylor &amp; Francis, </em>(<em>2009</em>)Thu Jan 12 21:47:06 CET 2012Improving mathematics at work: The need for techno-mathematical literacies2009education learning lifelong literacies mathematics technomathematical vocational workplace of mathematics in the workplace is evolving in the rapidly-changing context of new technologies and globalisation. Through a series of case studies from the manufacturing and financial service sectors, the authors argue that there has been a radical shift in the type mathematical skills required for work ' a shift not yet fully recognised by the formal education system, or by employers and managers.Examining how information technology has changed mathematical requirements, the idea of Techno-mathematical Literacies (TmL) is introduced to describe the emerging need to be fluent in the language of mathematical inputs and outputs to technologies and to interpret and communicate with these, rather than merely to be procedurally competent with calculations. The authors argue for careful analyses of workplace activities, looking beyond the conventional thinking about numeracy, which still dominates policy arguments about workplace mathematics. Throughout their study, the authors answer the following fundamental questions:What mathematical knowledge and skills matter for the world of work today?How does information technology change the necessary knowledge and the ways in which it is encountered?How can we develop these essential new skills in the workforce?With evidence of successful opportunities to learn with TmL that were co-designed and evaluated with employers and employees, this book provides suggestions for the development of TmL through the use of authentic learning activities, and interactive software design. Essential reading for trainers and managers in industry, teachers, researchers and lecturers of mathematics education, and stakeholders implementing evidence-based policy, this book maps the fundamental changes taking place in workplace mathematics.http://www.bibsonomy.org/bibtex/29a98207a7086cbcaecb8766361933548/dblpdblp2012-01-12T00:00:00+01:00dblp <span class="authorEditorList"><a href="/author/Bakker">Arthur Bakker</a>, <a href="/author/Kent">Phillip Kent</a>, <a href="/author/Noss">Richard Noss</a>, and <a href="/author/Hoyles">Celia Hoyles</a> </span><em>ICLS 1, </em><em>page 85-92. </em><em>International Society of the Learning Sciences, </em>(<em>2008</em>)Thu Jan 12 00:00:00 CET 2012ICLS (1)conf/icls/2008-185-92Using technology-enhanced boundary objects to develop techno-mathematical literacies in manufacturing industry.2008dblp http://www.bibsonomy.org/bibtex/2e5e844a94a4e611e5603ed24e8325d52/dblpdblp2012-01-12T00:00:00+01:00dblp <span class="authorEditorList"><a href="/author/Jacobson">Michael J. Jacobson</a>, <a href="/author/So">Hyo-Jeong So</a>, <a href="/author/Lee">June Lee</a>, <a href="/author/Wilensky">Uri Wilensky</a>, <a href="/author/Blikstein">Paulo Blikstein</a>, <a href="/author/Sengupta">Pratim Sengupta</a>, <a href="/author/Levy">Sharona T. Levy</a>, and <a href="/author/Noss">Richard Noss</a> </span><em>ICLS 3, </em><em>page 266-273. </em><em>International Society of the Learning Sciences, </em>(<em>2008</em>)Thu Jan 12 00:00:00 CET 2012ICLS (3)conf/icls/2008-3266-273Complex systems and learning: empirical research, issues, and "seeing" scientific knowledge with new eyes.2008dblp http://www.bibsonomy.org/bibtex/295d26ec13ef82d5e190b7c1a17a44870/dblpdblp2011-06-28T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/Goldstein">Ronnie Goldstein</a>, <a href="/author/Kalas">Ivan Kalas</a>, <a href="/author/Noss">Richard Noss</a>, and <a href="/author/Pratt">Dave Pratt</a> </span><em>Cognitive Technology, </em><em>volume 2117 of Lecture Notes in Computer Science, </em><em>page 267-281. </em><em>Springer, </em>(<em>2001</em>)Tue Jun 28 00:00:00 CEST 2011Cognitive Technologyconf/ct/2001267-281Lecture Notes in Computer ScienceBuilding Rules.21172001dblp http://www.bibsonomy.org/bibtex/2ed67685c7e301429b9892dffa6b29970/yishyish2011-02-08T12:53:52+01:00abstraction contel11 education genesis instrumental instrumentation learning mathematics situated sociocultural technologies <span class="authorEditorList"><a href="/author/Hoyles">Celia Hoyles</a>, <a href="/author/Noss">Richard Noss</a>, and <a href="/author/Kent">Phillip Kent</a> </span><em>International Journal of Computers for Mathematical Learning</em> <em>9(3):309--326</em> (<em>2004</em>)Tue Feb 08 12:53:52 CET 2011International Journal of Computers for Mathematical Learning3309--326On the integration of digital technologies into mathematics classrooms92004abstraction contel11 education genesis instrumental instrumentation learning mathematics situated sociocultural technologies Trouche‘s (2003) presentation at the Third Computer Algebra in Mathematics Education Symposium focused on the notions of instrumental genesis and of orchestration: the former concerning the mutual transformation of learner and artefact in the course of constructing knowledge with technology; the latter concerning the problem of integrating technology into classroom practice. At the Symposium, there was considerable discussion of the idea of situated abstraction, which the current authors have been developing over the last decade. In this paper, we summarise the theory of instrumental genesis and attempt to link it with situated abstraction. We then seek to broaden Trouche‘s discussion of orchestration to elaborate the role of artefacts in the process, and describe how the notion of situated abstraction could be used to make sense of the evolving mathematical knowledge of a community as well as an individual. We conclude by elaborating the ways in which technological artefacts can provide shared means of mathematical expression, and discuss the need to recognise the diversity of student‘s emergent meanings for mathematics, and the legitimacy of mathematical expression that may be initially divergent from institutionalised mathematics.http://www.bibsonomy.org/bibtex/22b568b95028d4120d7411746160b4715/yishyish2011-02-04T12:44:02+01:00constructionism cscl-2005 gmr haifa-edtech ijtme2006 joe999 learning mathematics mathgamespatterns maths my myown mythesis narrative noe-kaleidoscope sequences sequences-esm toontalk weblabs webreports <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Noss">Richard Noss</a> </span><em>proceedings of the 1st CSCL SIG Symposium, </em><em>Lausanne, Switzerland, </em>(<em>2004</em>)Fri Feb 04 12:44:02 CET 2011Lausanne, Switzerlandproceedings of the 1st CSCL SIG SymposiumTowards a narrative-oriented framework for designing mathematical learning2004constructionism cscl-2005 gmr haifa-edtech ijtme2006 joe999 learning mathematics mathgamespatterns maths my myown mythesis narrative noe-kaleidoscope sequences sequences-esm toontalk weblabs webreports This paper proposes a narrative-oriented approach to the design of educational activities, as well as a CSCL system to support them, in the context of learning mathematics. Both Mathematics and interface design seem unrelated to narrative. Mathematical language, as we know it, is devoid of time and person. Computer interfaces are static and non-linear. Yet, as Bruner (1986; 1990) and others show, narrative is a powerful cognitive and epistemological tool. The questions we wish to explore are – • If, and how, can mathematical meaning be expressed in narrative forms – without compromising rigour? • What are the narrative aspects of user interface? How can interface design be guided by notions of narrative? • How can we harness the power of narrative in teaching mathematics, in a CSCL environment? We begin by giving a brief account of the use of narrative in educational theory. We will describe the environment and tools used by the WebLabs project, and report on one of our experiments. We will then describe our narrative-oriented framework, by using it to analyze both the environment and the experiment described.http://www.bibsonomy.org/bibtex/2f7705204cb381d4853cffcde77b6a57a/yishyish2011-02-04T12:43:34+01:00CiHB ILE KalDesignResearch PlanetMakingStuffTogether algebra cerme6 constructionism design gmr haifa-edtech ijtme2006 learning mathematics maths my myown mythesis noe-kaleidoscope number polonsky selected sequences sequnces toontallk top weblabs webreports <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, <a href="/author/Noss">Richard Noss</a>, <a href="/author/Hoyles">Celia Hoyles</a>, <a href="/author/Kahn">Ken Kahn</a>, and <a href="/author/Simpson">Gordon Simpson</a> </span><em>the International Journal for Technology in Mathematics Education</em> <em>13(2):65-78</em> (<em>2006</em>)Fri Feb 04 12:43:34 CET 2011the International Journal for Technology in Mathematics Education265-78Designing to see and share structure in number sequences132006CiHB ILE KalDesignResearch PlanetMakingStuffTogether algebra cerme6 constructionism design gmr haifa-edtech ijtme2006 learning mathematics maths my myown mythesis noe-kaleidoscope number polonsky selected sequences sequnces toontallk top weblabs webreports 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 (programming method) called “Streams” which enables students to engage in the process of summing and “hold 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 its epistemological foundations, we include some illustrative examples of one group of students' work, which indicate the potential of the activities and tools for expressing and reflecting on deep mathematical ideas.http://www.bibsonomy.org/bibtex/24ffcafc1a0a5cd62c996450cdf197b16/yishyish2011-02-04T12:43:11+01:00cardinality convergence gmr graph guess haifa-edtech ijtme2006 my myown mythesis noe-kaleidoscope sequences sequences-ictmt7 <span class="authorEditorList"><a href="/author/Hoyles">Celia Hoyles</a>, <a href="/author/Kahn">Ken Kahn</a>, <a href="/author/Mor">Yishay Mor</a>, <a href="/author/Noss">Richard Noss</a>, <a href="/author/Sendova">Evgenia Sendova</a>, <a href="/author/Sacristán">Ana I. Sacristán</a>, and <a href="/author/Simpson">Gordon Simpson</a> </span><em>the 7th International Conference on Technology in Mathematics Teaching, </em><em>Bristol, </em>(<em>2005</em>)Fri Feb 04 12:43:11 CET 2011Bristolthe 7th International Conference on Technology in Mathematics TeachingThe WebLabs Project: Building New Formalisms for Mathematical and Scientific Ideas2005cardinality convergence gmr graph guess haifa-edtech ijtme2006 my myown mythesis noe-kaleidoscope sequences sequences-ictmt7 http://www.bibsonomy.org/bibtex/21e53996c8c7994f17938350efb409cd8/yishyish2011-02-04T12:22:25+01:00IJCEELL communities cscl-2005 gmr gmx haifa-edtech mathgamespatterns my myown mythesis noe-kaleidoscope of polonsky practice sequences weblabs webreports <span class="authorEditorList"><a href="/author/Matos">João Filipe Matos</a>, <a href="/author/Mor">Yishay Mor</a>, <a href="/author/Noss">Richard Noss</a>, and <a href="/author/Santos">Madalena Santos</a> </span><em>Fourth Congress of the European Society for Research in Mathematics Education CERME-4, </em><em>Sant Feliu de Guíxols, Spain, </em>(<em>2005</em>)Fri Feb 04 12:22:25 CET 2011Sant Feliu de Guíxols, SpainFourth Congress of the European Society for Research in Mathematics Education (CERME-4)Sustaining Interaction in a Mathematical Community of Practice2005IJCEELL communities cscl-2005 gmr gmx haifa-edtech mathgamespatterns my myown mythesis noe-kaleidoscope of polonsky practice sequences weblabs webreports http://www.bibsonomy.org/bibtex/2b54f884125d439beee1afeab9c3ca6fa/yishyish2011-02-04T12:21:34+01:00KalDesignResearch TEL cerme6 constructionism eLPBookMor gmr haifa-edtech learning maths my myown mythesis narrative polonsky programming selected sequences top <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Noss">Richard Noss</a> </span><em>International Journal of Continuing Engineering Education and Life-Long Learning IJCEELL</em> <em>18(2):214-233</em> (<em>2008</em>)Fri Feb 04 12:21:34 CET 2011International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL)2214-233Programming as Mathematical Narrative182008KalDesignResearch TEL cerme6 constructionism eLPBookMor gmr haifa-edtech learning maths my myown mythesis narrative polonsky programming selected sequences top 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 http://www.bibsonomy.org/bibtex/235e51249bb837622b3192f1ef9228188/yishyish2011-02-04T12:21:18+01:00GmX IJCEELL cerme2005 cscl-2005 gmr haifa-edtech ijtme2006 mathgamespatterns my myown mythesis noe-kaleidoscope sequences-ictmt7 weblabs webreports <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, <a href="/author/Hoyles">Celia Hoyles</a>, <a href="/author/Kahn">Ken Kahn</a>, <a href="/author/Noss">Richard Noss</a>, and <a href="/author/Simpson">Gordon Simpson</a> </span><em>Micromath</em> <em>20(2):17-23</em> (<em>2004</em>)Fri Feb 04 12:21:18 CET 2011Micromath217-23Thinking in Progress202004GmX IJCEELL cerme2005 cscl-2005 gmr haifa-edtech ijtme2006 mathgamespatterns my myown mythesis noe-kaleidoscope sequences-ictmt7 weblabs webreports http://www.bibsonomy.org/bibtex/2a6bc65b08d8350f99aa14bcec7d12f14/abromwellabromwell2010-12-22T20:04:10+01:00<span class="authorEditorList"><a href="/author/Noss">Luther Noss</a> </span><em>University of Illinois Press, </em><em>Urbana, </em>(<em>1989</em>)Wed Dec 22 20:04:10 CET 2010UrbanaPaul Hindemith in the United States1989http://www.bibsonomy.org/bibtex/22b21f5b82f54c82fe21c67dc486c3d9e/dblpdblp2010-12-13T00:00:00+01:00dblp <span class="authorEditorList"><a href="/author/Simpson">Gordon Simpson</a>, <a href="/author/Hoyles">Celia Hoyles</a>, and <a href="/author/Noss">Richard Noss</a> </span><em>J. Comp. Assisted Learning</em> <em>22(2):114-136</em> (<em>2006</em>)Mon Dec 13 00:00:00 CET 2010J. Comp. Assisted Learning2114-136Exploring the mathematics of motion through construction and collaboration.222006dblp http://www.bibsonomy.org/bibtex/21519755257a2db52d59e9ba50a3fadb5/dblpdblp2010-12-12T00:00:00+01:00dblp <span class="authorEditorList"><a href="/author/Simpson">Gordon Simpson</a>, <a href="/author/Hoyles">Celia Hoyles</a>, and <a href="/author/Noss">Richard Noss</a> </span><em>J. Comp. Assisted Learning</em> <em>21(2):143-158</em> (<em>2005</em>)Sun Dec 12 00:00:00 CET 2010J. Comp. Assisted Learning2143-158Designing a programming-based approach for modelling scientific phenomena.212005dblp http://www.bibsonomy.org/bibtex/2ca684fe0524d436857035fbdcf27d8f0/yishyish2009-12-13T14:49:13+01:00anima constructionism design digital education gadgets layered learning playground toontalk <span class="authorEditorList"><a href="/author/Kahn">Ken Kahn</a>, <a href="/author/Noss">Richard Noss</a>, <a href="/author/Hoyles">Celia Hoyles</a>, and <a href="/author/Jones">Duncan Jones</a> </span><em>Lecture Notes in Computer Science</em> (<em>2006</em>)Sun Dec 13 14:49:13 CET 2009Lecture Notes in Computer Science267{Designing digital technologies for layered learning}42262006anima constructionism design digital education gadgets layered learning playground toontalk Designing digital technologies for deep learning is a highly non-trivial enterprise. In this paper, we discuss one approach we have adopted that seeks to exploit the possibility of affording diverse layers of engagement that exploit the interconnectivity available on the web. In a nutshell, we describe a system that offers learners the possibility of engaging with difficult scientific and mathematical ideas without the necessity of interacting with complex layers of symbolic code – while making that interaction available at all times. This paper is a greatly extended version of Kahn, Noss, Hoyles and Jones (in press): Designing for diversity through web-based layered learning: a prototype space travel games construction kit. Submitted to the ICMI 17 study group on Technology Revisited.,http://www.bibsonomy.org/bibtex/2ebb9384a28f39477afbf2f00ebc39b12/yishyish2009-12-13T14:46:44+01:00collaborative constructionism design education games learning playground <span class="authorEditorList"><a href="/author/Hoyles">Celia Hoyles</a>, and <a href="/author/Noss">Richard Noss</a> </span>(<em>2004</em>)Sun Dec 13 14:46:44 CET 2009Developing New Technologies For Young Children55-73Making rules in collaborative game design2004collaborative constructionism design education games learning playground http://www.bibsonomy.org/bibtex/23937d5c54f6389c6565123d26075f483/yishyish2009-12-13T14:44:52+01:00collaboration constructionism learning playground toontalk weblabs <span class="authorEditorList"><a href="/author/Noss">Richard Noss</a>, <a href="/author/Hoyles">Celia Hoyles</a>, <a href="/author/Gurtner">Jean-Luc Gurtner</a>, <a href="/author/Adamson">Ross Adamson</a>, and <a href="/author/Lowe">Sarah Lowe</a> </span><em>International Journal of Continuing Engineering Education and Life Long Learning</em> <em>12(5):521-540</em> (<em>2002</em>)Sun Dec 13 14:44:52 CET 2009International Journal of Continuing Engineering Education and Life Long Learning5521-540Face-to-face and online collaboration: appreciating rules and adding complexity122002collaboration constructionism learning playground toontalk weblabs This paper reports how 6-8 year-old children build, play and share videogames in an animated programming environment. Children program their games using rules as creative tools in the construction process. While working both face-to-face and remotely on their games, we describe how they can collaboratively come to explain phenomena arising from programmed or &quot;system&quot; rules. Focusing on one illustrative case study of two children, we propose two conjectures. First, we claim that in face-to-face collaboration, the children centre their attention on narrative, and address the problem of translating the narrative into system rules which can be &quot;programmed&quot; into the computer. This allows the children to debug any conflicts between system rules in order to maintain the flow of the game narrative. A second conjecture is that over the internet children are encouraged to add complexity and innovative elements to their games, not by the addition of socially-constructed or &quot;player&quot; rules but rather through additional system rules which elaborate the mini-formalism in which they engage. This shift of attention to system rules occurs at the same time, and perhaps as a result of, a loosening of the game narrative that is a consequence of the remoteness of the interaction. http://www.bibsonomy.org/bibtex/250ae6c085808db804f691f8b5f991e31/yishyish2009-12-13T14:40:25+01:00building constructionism design education games learning playground <span class="authorEditorList"><a href="/author/Goldstein">Ronnie Goldstein</a>, <a href="/author/Kalas">Ivan Kalas</a>, <a href="/author/Noss">Richard Noss</a>, and <a href="/author/Pratt">Dave Pratt</a> </span><em>Cognitive Technology, </em><em>volume 2117 of Lecture Notes in Computer Science, </em><em>page 267-281. </em><em>Springer, </em>(<em>2001</em>)Sun Dec 13 14:40:25 CET 2009Cognitive Technologyconf/ct/2001267-281Lecture Notes in Computer ScienceBuilding Rules21172001building constructionism design education games learning playground This 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.http://www.bibsonomy.org/bibtex/20bf16cde16678c01f7e2146faa509e06/dblpdblp2009-09-16T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/Pearce">Darren Pearce</a>, <a href="/author/Geraniou">Eirini Geraniou</a>, <a href="/author/Santos">Sergio Gutiérrez Santos</a>, <a href="/author/Mavrikis">Manolis Mavrikis</a>, <a href="/author/Cocea">Mihaela Cocea</a>, <a href="/author/Hoyles">Celia Hoyles</a>, <a href="/author/Kahn">Ken Kahn</a>, <a href="/author/Magoulas">George D. Magoulas</a>, <a href="/author/Noss">Richard Noss</a>, <a href="/author/Poulovassilis">Alexandra Poulovassilis</a>, and <a href="/author/Winters">Niall Winters</a> </span><em>AIED, </em><em>volume 200 of Frontiers in Artificial Intelligence and Applications, </em><em>page 804. </em><em>IOS Press, </em>(<em>2009</em>)Wed Sep 16 00:00:00 CEST 2009AIEDconf/aied/2009804Frontiers in Artificial Intelligence and ApplicationsAn Eco-Friendly Intelligent Environment for Exploring Mathematical Generalisation.2002009dblp dblphttp://www.bibsonomy.org/bibtex/2ed8c7b7cd77d7d7f0933653fc02fe5b9/yishyish2009-08-31T12:28:33+02:00cardinality constionism infinity mythesis postviva toontalk weblabs <span class="authorEditorList"><a href="/author/Kahn">Ken Kahn</a>, <a href="/author/Sendova">Eugenia Sendova</a>, <a href="/author/Sacristan">Ana Isabel Sacristan</a>, and <a href="/author/Noss">Richard Noss</a> </span> (<em>2005</em>)Mon Aug 31 12:28:33 CEST 20097th International Conference on Technology and Mathematics Teaching{Making infinity concrete by programming neverending processes}2005cardinality constionism infinity mythesis postviva toontalk weblabs