BibSonomyburst/bibtex/1e11beb519199467fdc9367a30592f264BibSonomy RSS feed for /bibtex/1e11beb519199467fdc9367a30592f2642012-02-17T09:37:05+01:00http://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/218e587a4a9d49017c60eca4464daeb7e/yishyish2008-05-30T05:55:14+02:00PlanetMakingStuffTogether communication computer constructionism game ijtme2006 learning lunarlander mathematics mathgamespatterns modelling mythesis programming science weblabs webreports <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>Journal of Computer Assisted Learning</em> <em>22(2):114-136</em> (<em>2006</em>)Fri May 30 05:55:14 CEST 2008Journal 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 In 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.