BibSonomyburst/tag/microworldsBibSonomy RSS feed for /tag/microworlds2012-02-15T21:51:14+01:00http://www.bibsonomy.org/bibtex/25f91bd62babeb432f2931b90d2a85211/yishyish2010-10-17T00:44:30+02:00constructionism design education games haifa-games-course learning microworlds simulation <span class="authorEditorList"><a href="/author/Rieber">Lloyd P. Rieber</a> </span><em>The Cambridge handbook of multimedia learning</em> (<em>2005</em>)Sun Oct 17 00:44:30 CEST 2010The Cambridge handbook of multimedia learning549-567Multimedia learning in games, simulations, and microworlds2005constructionism design education games haifa-games-course learning microworlds simulation This chapter reviews and critiques the scientific evidence and research methods studying the use of games, simulations, and microworlds as multimedia learning tools. This chapter focuses on interactive educational multimedia, which is distinguished from scripted forms of educational multimedia by the degree to which users participate in and control the multimedia software. This chapter also uses the distinction between explanation and experience to understand the unique design opportunities of interactive educational multimedia. The strongest empirical evidence comes from the simulation literature, especially that related to questions about how to design a simulation’s interface to provide feedback and questions about students engaged in discovery learning activities. Microworld research is less empirically rigorous with evidence continuing to remain largely anecdotal based on implementation reports. Research on gaming is the most transitory, ranging from early research on learning from playing games to learning from designing games. Current debates among educational researchers about what constitutes scientific research are particularly relevant to anyone interested in research about interactive multimedia due to the increased use of qualitative research methodologies and the newly emerging trend toward design experiments.http://www.bibsonomy.org/bibtex/202ff78453de84c95d96ed37d7eb72bb6/yishyish2010-07-26T20:05:41+02:00mathgamespatterns microworlds <span class="authorEditorList"><a href="/author/Papert">S. Papert</a> </span><em>Artificial intelligence and education; vol. 1: learning environments and tutoring systems, </em><em>Ablex Publishing Corp., </em><em>Norwood, NJ, USA, </em>(<em>1987</em>)Mon Jul 26 20:05:41 CEST 2010Norwood, NJ, USAArtificial intelligence and education; vol. 1: learning environments and tutoring systems79-94Microworlds: transforming education1987mathgamespatterns microworlds http://www.bibsonomy.org/bibtex/260707521a0d0bd30310445c8b64d2a53/yishyish2008-09-11T02:40:53+02:00citesme constructionism mathematics microworlds narrative <span class="authorEditorList"><a href="/author/Healy">Lulu Healy</a> </span><em>presented at the Symposium on the Occasion of the 100th Anniversary of ICMI, Rome, 5–8 March 2008, </em>(<em>2008</em>)Thu Sep 11 02:40:53 CEST 2008presented at the Symposium on the Occasion of the 100th Anniversary of ICMI, Rome, 5–8 March 2008Charting the microworld territory: the placing of theoretical signposts2008citesme constructionism mathematics microworlds narrative In this contribution, I intend to focus on the concept of computer microworlds for mathematics learning and, in particular, evolutions in the theoretical perspectives associated with this concept that have emerged within the ICMI community between two moments in its history: the dissemination of the microworld vision in Mindstorms (Papert, 1980) and Papert's plenary lecture at the 17th ICMI study conference, Digital technologies and mathematics teaching and learning: Rethinking the terrain, in December, 2006. Developing ideas about three issues in particular will be considered: reciprocal relationships between mathematical infrastructures, technology and thinking; the omnipresence of the perceptuo-motor activity in mathematical thinking and learning; and the influence of innovative means of representational and communication on the affective as well as the cognitive dimension. http://www.bibsonomy.org/bibtex/24abeca4b3704f3e7700bc7a87abae497/yishyish2008-08-01T12:52:00+02:00design designresearch geometry hyperbolic learning mathematics microworlds non-euclidean <span class="authorEditorList"><a href="/author/Stevenson">Ian Stevenson</a> </span><em>International Journal of Computers for Mathematical Learning</em> <em>5(2):143--167</em> (<em>2000</em>)Fri Aug 01 12:52:00 CEST 2008International Journal of Computers for Mathematical Learning2143--167Modelling Hyperbolic Space: Designing a Computational Context for Learning Non-Euclidean Geometry52000design designresearch geometry hyperbolic learning mathematics microworlds non-euclidean This paper describes and analyses the iterative design and development of a computational context for non-euclidean geometry. Drawing on three episodes from the design process, the paper discusses the epistemological implications associated with interplay between learning hyperbolic geometry and context in which that learning takes place. In particular, it explores the ways in which learners can become designers of the computational context, and the designer can become a learner. The paper concludes with a discussion of the microworld paradigm in relation to what might be called ‘advanced’ mathematics.http://www.bibsonomy.org/bibtex/2d406c064920092d6e61336dd5d80d026/yishyish2008-05-30T05:54:46+02:00constructionism history learning logo mathematics microworlds mythesis programming <span class="authorEditorList"><a href="/author/Feurzeig">Wallace Feurzeig</a>, <a href="/author/Papert">Symour Papert</a>, <a href="/author/Bloom">M. Bloom</a>, <a href="/author/Grant">R. Grant</a>, and <a href="/author/Solomon">C. Solomon</a> </span><em>SIGCUE Outlook</em> <em>4(2):13-17</em> (<em>1970</em>)Fri May 30 05:54:46 CEST 2008New York, NYSIGCUE Outlook213-17Programming-languages as a conceptual framework for teaching mathematics41970constructionism history learning logo mathematics microworlds mythesis programming http://www.bibsonomy.org/bibtex/27714f8a6407d2c6fb89f5273502874b6/yishyish2008-05-30T04:49:21+02:00PlanetMakingStuffTogether constructionism debug education learning logo mathgamespatterns microworlds mythesis programming <span class="authorEditorList"><a href="/author/Papert">Seymour Papert</a> </span><em>Basic Books, </em><em>New York, NY, </em>(<em>January 1981</em>)Fri May 30 04:49:21 CEST 2008 New York, NYPaperbackJanuaryMindstorms: Children, computers, and powerful ideas1981PlanetMakingStuffTogether constructionism debug education learning logo mathgamespatterns microworlds mythesis programming http://www.bibsonomy.org/bibtex/224490771b2cdaed75b12c9218ac9ec7b/yishyish2008-05-30T04:41:00+02:00CiHB ILE KalDesignResearch PlanetMakingStuffTogether abstraction cerme6 constructionism contel11 ijceell06 ijtme2006 jls10 mathgamespatterns microworlds mythesis situated <span class="authorEditorList"><a href="/author/Noss">Richard Noss</a>, and <a href="/author/Hoyles">Celia Hoyles</a> </span><em>Kluwer Academic, </em><em>Dordrecht, </em>(<em>June 1996</em>)Fri May 30 04:41:00 CEST 2008DordrechtHardcoverJuneWindows on Mathematical Meanings : Learning Cultures and Computers1996CiHB ILE KalDesignResearch PlanetMakingStuffTogether abstraction cerme6 constructionism contel11 ijceell06 ijtme2006 jls10 mathgamespatterns microworlds mythesis situated {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.}http://www.bibsonomy.org/bibtex/2e138c22e90d326da25f54babf1e87ba8/yishyish2008-05-30T04:27:56+02:00MIT constructionism history logo microworlds mythesis <span class="authorEditorList"><a href="/author/Minsky">Marvin Minsky</a>, and <a href="/author/Papert">Seymour Papert</a> </span><em>AIM-245. </em>(<em>1971</em>)Fri May 30 04:27:56 CEST 2008AIM-245Proposal to ARPA for Research on Artificial Intelligence at MIT, 1971-19721971MIT constructionism history logo microworlds mythesis http://www.bibsonomy.org/bibtex/2eec581c8c1df985827fe97833f2923d8/yishyish2008-05-30T01:21:02+02:00CnE07 ILE ai algebra arithmetic artificial calculus collaborative computation computers curriculum distance education geometrystatistics gmx intelligencemodeling learning mathematics mathgamespatterns microworlds mythesis proof review tel transposition <span class="authorEditorList"><a href="/author/Balacheff">Nicolas Balacheff</a>, and <a href="/author/Kaput">James J. Kaput</a> </span><em>International Handbook of Mathematics Education, </em><em>Kluwer academic publishers, </em><em>Dordrect, NL, </em>(<em>1996</em>)Fri May 30 01:21:02 CEST 2008Dordrect, NLInternational Handbook of Mathematics Education469-504Computer-Based Learning Environments in Mathematics1996CnE07 ILE ai algebra arithmetic artificial calculus collaborative computation computers curriculum distance education geometrystatistics gmx intelligencemodeling learning mathematics mathgamespatterns microworlds mythesis proof review tel transposition Computer-Based Learning Environments in Mathematics Nicolas Balacheff \& James J. Kaput This chapter attempts to set a perspective on where interactive technologies have taken us and where they seem to be headed. After briefly reviewing their impact in different mathematical domains, including arithmetic, algebra, geometry, statistics, and calculus, we examine what we believe to be the sources of technology's power, which we feel is primarily epistemological. While technology's impact on daily practice has yet to match expectations from two or three decades ago, it's epistemological impact is deeper than expected. This impact is based in a reification of mathematical objects and relations that students can use to act more directly on these objects and relations than ever before. This new mathematical realism, when coupled with the fact that the computer becomes a new partner in the didactical contract, forces us to extend the didactical transposition of mathematics to a computational transposition. This new realism also drives ever deeper changes in the curriculum, and it challenges widely held assumptions about what mathematics is learnable by which students, and when they may learn it. We also examine the limits of Artificial Intelligence and microworlds and how these may be changing. We close by considering the newer possibilities offered by the internet and its dramatic impact on connections among learners, teachers, and the immense resources that are becoming available to both. Our conclusion is that we are very early in the technological transformation and that we desperately need research in all aspects of teaching and learning with technology.http://www.bibsonomy.org/bibtex/2a3a2c67d6cf3c9bee55d06c23338e717/yishyish2007-05-23T12:17:10+02:00constructionism learning microworlds school <span class="authorEditorList"><a href="/author/Hoyles">Celia Hoyles</a> </span><em>Learning from Computers: Mathematics Education and Technology</em> (<em>1993</em>)Wed May 23 12:17:10 CEST 2007Learning from Computers: Mathematics Education and Technology1-17Microworlds/schoolworlds: The transformation of an innovation1993constructionism learning microworlds school http://www.bibsonomy.org/bibtex/24165afea73c2c5e27dc8dc52d8103d83/yishyish2007-05-23T12:06:13+02:00constructionism microworlds mythesis <span class="authorEditorList"><a href="/author/Papert">Seymour Papert</a> </span><em>Journal of Educational Computing Research</em> <em>27(1):7-27</em> (<em>2002</em>)Wed May 23 12:06:13 CEST 2007Journal of Educational Computing Research17-27The Turtle's Long Slow Trip: Macro-Educological Perspectives on Microworlds272002constructionism microworlds mythesis http://www.bibsonomy.org/bibtex/2672bb75d2de20a4417c82892cee86f6c/yishyish2007-01-06T13:13:38+01:00abstraction cscl-2005 games learning mathgamespatterns microculture microworld microworlds mythesis platform playground situated superstructure tools toontalk <span class="authorEditorList"><a href="/author/Hoyles">Celia Hoyles</a>, <a href="/author/Noss">Richard Noss</a>, and <a href="/author/Adamson">Ross Adamson</a> </span><em>Journal of Educational Computing Research</em> (<em>2002</em>)Sat Jan 06 13:13:38 CET 2007Journal of Educational Computing ResearchRethinking the Microworld Idea272002abstraction cscl-2005 games learning mathgamespatterns microculture microworld microworlds mythesis platform playground situated superstructure tools toontalk In this article we reflect on the meaning and evolution of the microworld idea. We point out a crucial distinction between user manipulation and modification at three distinct but mutually dependent levels--the interface, superstructural, and platform levels. We exploit a case study of two 8-year-old girls playing and rebuilding a simple video game, to argue for the importance of ease of interplay between these levels. We reflect on the ways in which newly-created alternatives to textual forms of representation are redefining the utility and power of microworlds, and offering advantages (as well as disadvantages) for mathematical learning in the sense of understanding inference and mechanism--how things work and why.http://www.bibsonomy.org/bibtex/217a4c76a108b2c2f05d74527ee191580/grahlgrahl2006-10-23T17:25:28+02:00AI history mathgamespatterns microworlds programming <span class="authorEditorList"><a href="/author/Jones">Tim M. Jones</a> </span><em>Charles River Media, </em>(<em>March 2003</em>)Mon Oct 23 17:25:28 CEST 2006PaperbackMarchAI Application Programming (Programming Series)2003AI history mathgamespatterns microworlds programming { In the second edition of this bestseller, the author continues to demystify the techniques associated with the field of artificial intelligence. It covers a wide variety of techniques currently defined as ?AI? and shows how they can be useful in practical, everyday applications. AI Application Programming covers both the theory and the practical applications to teach developers how to apply AI techniques in their own designs. Each chapter covers both the theory of the algorithm or the technique under discussion followed by a practical application of the technique with a detailed discussion of the source code. }http://www.bibsonomy.org/bibtex/2c09aab658b886c1ee88d76518239450b/grahlgrahl2006-10-23T17:25:28+02:00AI historical history mathgamespatterns memos microworlds mit narrative <span class="authorEditorList"><a href="/author/Minsky">Marvin Minsky</a>, and <a href="/author/Papert">Seymour Papert</a> </span>(<em>December 1970</em>)Mon Oct 23 17:25:28 CEST 2006DecemberProposal to ARPA for Research on Artificial Intelligence at MIT, 1970-1971 (AIM-185)1970AI historical history mathgamespatterns memos microworlds mit narrative The MIT Artificial Intelligence Project has a variety of goals all bound together by search for principles of intelligent behavior. Among our immediate goals are to develop systems with practical applications for: Visually-controlled automatic manipulation and physical world problem-solving, machine understanding of natural language text and narrative, and advanced applied mathematics. The long-range goals are concerned with simplifying, unifying and extending the techniques of heuristic programming. We expect the results of our work to: make it easier to write and debug large heuristic programs, develop packaged collections of knowledge about many different kinds of things, lending to programs with more resourcefulness, understanding and common sense", and identify and sharpen certain principles for programming intelligence.http://www.bibsonomy.org/bibtex/2475d3a0207c7eda2df58217b33c02678/grahlgrahl2006-10-23T17:25:28+02:00AI ILE algebra arithmetic calculus collaborative-filtering computation computer curriculum distance education geometrystatistics gmx intelligencemodeling learning mathematics mathgamespatterns microworlds proof review tel transposition <span class="authorEditorList"><a href="/author/Balacheff">Nicolas Balacheff</a>, and <a href="/author/Kaput">James J. Kaput</a> </span>(<em>1996</em>)Mon Oct 23 17:25:28 CEST 2006International Handbook of Mathematics EducationComputer-Based Learning Environments in Mathematics1996AI ILE algebra arithmetic calculus collaborative-filtering computation computer curriculum distance education geometrystatistics gmx intelligencemodeling learning mathematics mathgamespatterns microworlds proof review tel transposition Computer-Based Learning Environments in Mathematics Nicolas Balacheff \& James J. Kaput This chapter attempts to set a perspective on where interactive technologies have taken us and where they seem to be headed. After briefly reviewing their impact in different mathematical domains, including arithmetic, algebra, geometry, statistics, and calculus, we examine what we believe to be the sources of technology's power, which we feel is primarily epistemological. While technology's impact on daily practice has yet to match expectations from two or three decades ago, it's epistemological impact is deeper than expected. This impact is based in a reification of mathematical objects and relations that students can use to act more directly on these objects and relations than ever before. This new mathematical realism, when coupled with the fact that the computer becomes a new partner in the didactical contract, forces us to extend the didactical transposition of mathematics to a computational transposition. This new realism also drives ever deeper changes in the curriculum, and it challenges widely held assumptions about what mathematics is learnable by which students, and when they may learn it. We also examine the limits of Artificial Intelligence and microworlds and how these may be changing. We close by considering the newer possibilities offered by the internet and its dramatic impact on connections among learners, teachers, and the immense resources that are becoming available to both. Our conclusion is that we are very early in the technological transformation and that we desperately need research in all aspects of teaching and learning with technology.http://www.bibsonomy.org/bibtex/217a4c76a108b2c2f05d74527ee191580/yishyish2006-06-05T02:47:21+02:00mathgamespatterns intelligence programming ai history microworlds artificial <span class="authorEditorList"><a href="/author/Jones">Tim M. Jones</a> </span><em>Charles River Media, </em>(<em>March 2003</em>)Mon Jun 05 02:47:21 CEST 2006PaperbackMarchAI Application Programming (Programming Series)2003mathgamespatterns intelligence programming ai history microworlds artificial { In the second edition of this bestseller, the author continues to demystify the techniques associated with the field of artificial intelligence. It covers a wide variety of techniques currently defined as ?AI? and shows how they can be useful in practical, everyday applications. AI Application Programming covers both the theory and the practical applications to teach developers how to apply AI techniques in their own designs. Each chapter covers both the theory of the algorithm or the technique under discussion followed by a practical application of the technique with a detailed discussion of the source code. }http://www.bibsonomy.org/bibtex/2134bdbb76d57a80527dab3aa28343620/ergodiqueergodique2006-04-01T18:21:44+02:00learning constructionism physics microworlds collaboration <span class="authorEditorList"><a href="/author/Cockburn">Andy Cockburn</a>, and <a href="/author/Greenberg">Saul Greenberg</a> </span><em>CHI Conference Companion, </em><em>page 181-182. </em>(<em>1996</em>)Sat Apr 01 18:21:44 CEST 2006CHI Conference Companion181-182Children's Collaboration Styles in a Newtonian Microworld.1996learning constructionism physics microworlds collaboration http://www.bibsonomy.org/bibtex/25ce4fb142c7f86df083e1f8249d1ceeb/yishyish2006-04-01T16:09:20+02:00microworlds <span class="authorEditorList"><a href="/author/Foo">Norman Y. Foo</a>, and <a href="/author/Rao">Anand S. Rao</a> </span><em>Ann. Math. Artif. Intell.</em> (<em>1991</em>)Sat Apr 01 16:09:20 CEST 2006Ann. Math. Artif. Intell.135-155Belief revision in a microworld.41991microworlds dblphttp://www.bibsonomy.org/bibtex/23c3e97798e2d4aa0605a1f4807efba58/yishyish2006-04-01T16:09:02+02:00learning physics constructionism microworlds collaboration <span class="authorEditorList"><a href="/author/Cockburn">Andy Cockburn</a>, and <a href="/author/Greenberg">Saul Greenberg</a> </span><em>Int. J. Hum.-Comput. Stud.</em> <em>48(6):777-801</em> (<em>1998</em>)Sat Apr 01 16:09:02 CEST 2006Int. J. Hum.-Comput. Stud.6777-801The design and evolution of TurboTurtle, a collaborative microworld for exploring Newtonian physics.481998learning physics constructionism microworlds collaboration dblphttp://www.bibsonomy.org/bibtex/2862580dd5d0f75e48546320a25164fb5/yishyish2006-04-01T16:08:45+02:00learning constructionism microworlds collaboration <span class="authorEditorList"><a href="/author/Singer">Janice Singer</a>, <a href="/author/Behrend">Stephanie D. Behrend</a>, and <a href="/author/Roschelle">Jeremy Roschelle</a> </span><em>CSCW, </em><em>page 271-281. </em>(<em>1988</em>)Sat Apr 01 16:08:45 CEST 2006CSCW271-281Children's Collaborative Use of a Computer Microworld.1988learning constructionism microworlds collaboration dblp