BibSonomyburst/tag/gmrBibSonomy RSS feed for /tag/gmr2012-02-14T20:22:30+01:00http://www.bibsonomy.org/bibtex/28392e8921413ba470274903d88938bb8/yishyish2011-02-04T12:44:42+01:002004 cerme2005 cscl-2005 gmr guess-my-rule haifa-edtech ijceell06 ijtme2006 mathgamespatterns micromath my myown mythesis noe-kaleidoscope number polonsky sequences toontalk weblabs <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Sendova">Evgenia Sendova</a> </span><em>History and Education in Mathematics and Informatics, Attracting Talent to Science; Proceedings of the International Congress MASSEE 2003, september 15-21, Borovets, Bulgaria, </em><em>University of Latvia, </em><em>Latvia, </em>(<em>2003</em>)Fri Feb 04 12:44:42 CET 2011LatviaHistory and Education in Mathematics and Informatics, Attracting Talent to Science; Proceedings of the International Congress MASSEE 2003, september 15-21, Borovets, BulgariaToonTalking about Mathematics20032004 cerme2005 cscl-2005 gmr guess-my-rule haifa-edtech ijceell06 ijtme2006 mathgamespatterns micromath my myown mythesis noe-kaleidoscope number polonsky sequences toontalk weblabs http://www.bibsonomy.org/bibtex/202dbc4c36ff5d259d0035992fed6ebee/yishyish2011-02-04T12:44:11+01:00activity collaboration constructionism cscl design experiment gmr haifa-edtech ijceell06 ijtme2006 iterative my myown mythesis noe-kaleidoscope sequences-ictmt7 theory thesis toontalk web-based weblabs webreports <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, <a href="/author/Tholander">Jakob Tholander</a>, and <a href="/author/Holmberg">Jesper Holmberg</a> </span><em>The 10th Computer Supported Collaborative Learning CSCL conference 2005, </em><em>page 450 - 459. </em><em>Taipei, Taiwan, </em><em>Lawrence Erlbaum Associates, </em>(<em>2006</em>)Fri Feb 04 12:44:11 CET 2011Taipei, TaiwanThe 10th Computer Supported Collaborative Learning (CSCL) conference (2005)450 - 459Designing for cross-cultural web-based knowledge building2006activity collaboration constructionism cscl design experiment gmr haifa-edtech ijceell06 ijtme2006 iterative my myown mythesis noe-kaleidoscope sequences-ictmt7 theory thesis toontalk web-based weblabs webreports This paper describes the iterative design of a web-based collaborative workspace used in educational practice, called WebReports. The system’s unique feature is that it allows participants to discuss mathematical and scientific concepts using programmed animated and interactive models of their ideas. Rather than focusing on the specific features of the collaboration tool, we analyze it as part of a constructionist activity system. We describe the context in which the system was developed and used and compare our approach to previous research in the field. Further, we then present two scenarios which demonstrate the system in action. Following that, we attempt to map our cases to an activity theory framework. We highlight several issues in the process of the systems’ development, where the contradictions between the WebReports system and other elements in the activity system shaped its design, and comment on several issues which go beyond the activity theory framework.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/2f43bab0e07f697bf2f42e58c67410e77/yishyish2009-08-29T17:24:49+02:00design designpatterns education games gmr gmx learning mathematics mathgamespatterns patterns <span class="authorEditorList"><a href="/author/Pratt">Dave D. Pratt</a>, <a href="/author/Winters">Niall Winters</a>, <a href="/author/Cerulli">Michele Cerulli</a>, and <a href="/author/Leemkuil">Henny Leemkuil</a> </span><em>Technology-Enhanced Learning, </em><em>Springer, </em>(<em>2009</em>)Sat Aug 29 17:24:49 CEST 2009Technology-Enhanced Learning215-232A Patterns Approach to Connecting the Design and Deployment of Mathematical Games and Simulations2009design designpatterns education games gmr gmx learning mathematics mathgamespatterns patterns There has been a growing recognition of the educational potential of computer games. However, it is recognised that the process of designing and deploying technology-enhanced resources in general and games for mathematical learning in particular is a difficult task. This chapter reports on the use of patterns, referred to as p-d patterns, to address this challenge. Based on a review of the literature, a set of typologies of the domain was generated which formed the springboard for the development of over a hundred p-d patterns. These patterns are hierarchical by nature and constitute a pattern language that could be mobilised to facilitate pattern-specific communication and knowledge sharing between communities. Such patterns are, for example, shown to incorporate recurrent themes, such as scaffolding and reflection, instantiated in patterns across both design and deployment. Finally, we will set out how the patterns approach could be consolidated to become the stimulus for a much needed breakthrough in the articulation of how design needs and functionalities constitute theory in the field of designing for learning.http://www.bibsonomy.org/bibtex/21556420f08672ff4273a3b07b49aaead/staredstared2009-08-18T15:02:49+02:00gmr imported spin tunneling <span class="authorEditorList"><a href="/author/Santos">T. S. Santos</a>, <a href="/author/Lee">J. S. Lee</a>, <a href="/author/Migdal">P. Migdal</a>, <a href="/author/Lekshmi">I. C. Lekshmi</a>, <a href="/author/Satpati">B. Satpati</a>, and <a href="/author/Moodera">J. S. Moodera</a> </span><em>Physical Review Letters</em> <em>98(1):016601</em> (<em>2007</em>)Tue Aug 18 15:02:49 CEST 2009Physical Review Letters1016601Room-Temperature Tunnel Magnetoresistance and Spin-Polarized Tunneling through an Organic Semiconductor Barrier982007gmr imported spin tunneling Room-Temperature Tunnel Magnetoresistance and Spin-Polarized Tunneling through an Organic Semiconductor Barrierhttp://www.bibsonomy.org/bibtex/2f39ba202cf6d1cbb6fc1fb2d4273f792/gduringdurin2009-04-03T15:00:14+02:00GMR JEMS08, measurements <span class="authorEditorList"><a href="/author/?"> ?</a> </span><em>IEEE TRANSACTIONS ON MAGNETICS</em> <em>43(6):2767</em> (<em>June 2007</em>)Fri Apr 03 15:00:14 CEST 2009IEEE TRANSACTIONS ON MAGNETICSJUNE62767A Portable Technique for the Contactless Measurement of Magnetoresistance Using Infrared Fiber Optics432007GMR JEMS08, measurements Domain wall dynamics in nanowireshttp://www.bibsonomy.org/bibtex/223a821c366b42e64816d5fa6744e922f/yishyish2008-05-30T02:25:09+02:00games gmr gmx learning mathematics mathgamespatterns mythesis <span class="authorEditorList"><a href="/author/Carraher">David W. Carraher</a>, and <a href="/author/Earnest">Darrell Earnest</a> </span><em>Proceedings of the 27th International Conference for the Psychology of Mathematics Education, </em><em>Honolulu, HI, </em>(<em>2003</em>)Fri May 30 02:25:09 CEST 2008Honolulu, HIProceedings of the 27th International Conference for the Psychology of Mathematics EducationGuess My Rule Revisited2003games gmr gmx learning mathematics mathgamespatterns mythesis We present classroom research on a variant of the guess-my-rule game, in which nine-yearl-old students make up linear functions and challenge classmates to determine their secret rule. We focus on issues students and their teacher confronted in inferring underlying rules and in deciding whether the conjectured rule matched the rule of the creators. We relate the findings to the tension between semantically and syntactically driven algebraic reasoning.http://www.bibsonomy.org/bibtex/29304403554988e421ed22aa85cf7d658/yishyish2008-05-30T01:00:20+02:00gmr have ijtme2006 iteration mythesis paper scalar-functional sequences <span class="authorEditorList"><a href="/author/Weigand">Hans G. Weigand</a> </span><em>Educational Studies in Mathematics</em> <em>22(1):411-437</em> (<em>1991</em>)Fri May 30 01:00:20 CEST 2008Educational Studies in Mathematics1411-437Iteration Sequences and their Representations221991gmr have ijtme2006 iteration mythesis paper scalar-functional sequences http://www.bibsonomy.org/bibtex/2f65441194fea4c82ee328e68ba2c5435/srd27srd272008-01-31T23:53:26+01:00GMR <span class="authorEditorList"><a href="/author/Miyazaki">T. Miyazaki</a>, and <a href="/author/Tezuka">N. Tezuka</a> </span><em>Journal of Magnetism and Magnetic Materials</em> (<em>1995</em>)Thu Jan 31 23:53:26 CET 2008Journal of Magnetism and Magnetic Materials3Giant magnetic tunneling effect in Fe/Al2O3/Fe junction1391995GMR http://www.bibsonomy.org/bibtex/223764ea6b804494d735b4e2f87311bf6/yishyish2006-06-05T02:47:21+02:00aided computer education gmr gmx instruction learning logo mathematics mathgamespatterns need problem read solving spreadsheets <span class="authorEditorList"><a href="/author/Hoyles">Celia Hoyles</a>, <a href="/author/Healy">Lulu Healy</a>, and <a href="/author/Sutherland">Rosamund Sutherland</a> </span><em>Journal of Computer Assisted Learning</em> <em>7(4):210--228</em> (<em>1991</em>)Mon Jun 05 02:47:21 CEST 2006Journal of Computer Assisted Learning4210--228Patterns of discussion between pupil pairs in computer and non-computer environments71991aided computer education gmr gmx instruction learning logo mathematics mathgamespatterns need problem read solving spreadsheets This paper presents some findings of research into the discussion between pupils in computer and non-computer environments. The research was concerned with analysing the processes whereby pairs of pupils came to make mathematical generalizations in three environments, LOGO, spreadsheet and paper and pencil. Critical decisions in the generalization process were identified in order to allow comparisons to be made across environments. The analysis reveals differences in the effects of task environment on the negotiation of the mathematical generalization particularly in relation to the part played by formalization.http://www.bibsonomy.org/bibtex/20972426ba1c32f09551479c9e17fa701/yishyish2006-03-07T17:56:12+01:00algebra ch2 generalization gmr ijtme2006 mythesis patterns sequences sequences-ictmt7 <span class="authorEditorList"><a href="/author/Mason">John Mason</a> </span><em>Approaches to Algebra: Perspectives for Research and Teaching, </em><em>Kluwer Academic Publishers, </em><em>Dordrecht, </em>(<em>1996</em>)Tue Mar 07 17:56:12 CET 2006DordrechtApproaches to Algebra: Perspectives for Research and Teaching65--86Expressing generality and roots of algebra1996algebra ch2 generalization gmr ijtme2006 mythesis patterns sequences sequences-ictmt7