BibSonomyburst/user/yish/weblabsBibSonomy RSS feed for /user/yish/weblabs2012-02-15T22:21:09+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/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/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/20c960d0ea7268670096dbfcf4649d7a8/yishyish2010-08-05T08:45:06+02:00Fibonacci Representation ToonTalk microworld model mythesis streams weblabs <span class="authorEditorList"><a href="/author/Mousoulides">Nicholas Mousoulides</a>, and <a href="/author/Philippou">George Philippou</a> </span><em>Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education, </em><em>page 1061-1070. </em>(<em>2005</em>)Thu Aug 05 08:45:06 CEST 2010Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education1061-1070Developing new Representations and Mathematical Models in a Computational Learning Environment2005Fibonacci Representation ToonTalk microworld model mythesis streams weblabs In this study, we explore the relationship between the learners' visualisations, actions and the environment in which these are articulated. ToonTalk is a visual programming microworld, designed to help students construct mathematical meanings by linking their actions with multiple representations and with the mediation of programming to build structures and relations. Through a case study of two students interacting with ToonTalk and WebReports, we illustrate a view of mathematics learning which places at its core the medium of expression, and the building of connections between different modes of representations to discover the related mathematical concepts.http://www.bibsonomy.org/bibtex/2b4dc8e15d670a537522f42501ad90ca0/yishyish2010-08-05T08:40:19+02:00Action-based Animated Children Concurrent Virtual constructionism education mythesis programming toontalk weblabs <span class="authorEditorList"><a href="/author/Morgado">Leonel Morgado</a>, and <a href="/author/Kahn">Ken Kahn</a> </span><em>Journal of Visual Languages and Computing</em> <em>19(5):574-597</em> (<em>2008</em>)Thu Aug 05 08:40:19 CEST 2010Journal of Visual Languages and Computing5574-597Towards a specification of the ToonTalk language192008Action-based Animated Children Concurrent Virtual constructionism education mythesis programming toontalk weblabs ToonTalk is a child-oriented programming language whose environment is an animated virtual world, with objects that children can pick up and use as in a game, such as birds, trucks, and robots, providing direct child-oriented metaphors for programming constructs. Actions performed by a programmer’s avatar with these objects are both code and coding. ToonTalk is a powerful system, not just a ‘‘toy’’ system: it is based upon concurrent constraint programming languages, and programs written in languages such as Flat Guarded Horn Clauses and Flat Concurrent Prolog can be straightforwardly constructed in ToonTalk. However, there is not a specification of ToonTalk, for ready implementation in other environments. We propose that the ToonTalk language lies not in the animations displayed by the current environment, but on the actions performed by the programmer with virtual world objects; we present a description and analysis of the methods the ToonTalk language provides to programmers for expressing programs.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/2af2ac3e454bfc6a346606d7d65bcb208/yishyish2009-08-31T12:30:22+02:00AgentSheets Creator LOGO NetLogo Smalltalk StageCast StarLogo ToonTalk constructionism education learning logo postviva weblabs <span class="authorEditorList"><a href="/author/Kahn">Ken Kahn</a> </span><em>Informatics in Education</em> <em>6(2):307-320</em> (<em>2007</em>)Mon Aug 31 12:30:22 CEST 2009Informatics in Education2307-320Should LOGO Keep Going FORWARD 1?62007AgentSheets Creator LOGO NetLogo Smalltalk StageCast StarLogo ToonTalk constructionism education learning logo postviva weblabs LOGO has been evolving in incremental steps for 40 years. This has resulted in steady progress but some regions of the space of all programming languagesfor children cannot be reached without passing through unacceptable intermediate designs.What are the ultimate aims of LOGO? What criteria and aesthetics should be used in determining which areas of the design space are most promising? What would the ideal programming language look like? Would a family of specialpurpose languages be more effective than a single language? In looking to the future what can we learn from the history of LOGO? What can we learn from other programming systems for children? Alan Kay is leading a new project entitled, “Steps toward the Reinvention of Programming”.What are its strengths and weaknesses? We can conceptualise the design alternatives as defining an n-dimensional space. Some dimensions represent major alternatives for syntax, others for dealing with concurrency, others for the underlying computational models, and others for features of the programming environment. The goal of this paper is to spur a discussion of these issues. I will present my personal opinions based upon 30 years of research experience in this field.http://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 http://www.bibsonomy.org/bibtex/23d82349dd3082ec040f4861b2624681e/yishyish2008-05-30T05:56:46+02:001d ILE collision constructionism design education ijceell06 ijtme2006 mythesis physics 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>21(2):143-158</em> (<em>April 2005</em>)Fri May 30 05:56:46 CEST 2008Journal of Computer Assisted LearningApril2143-158Designing a programming-based approach for modelling scientific phenomena2120051d ILE collision constructionism design education ijceell06 ijtme2006 mythesis physics weblabs webreports We 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.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.http://www.bibsonomy.org/bibtex/2e45836df2185855e7187b00931a2bc7b/yishyish2008-05-30T05:51:51+02:00KalDesignResearch children constructionism education learning logo mathematics mythesis programming toontalk weblabs <span class="authorEditorList"><a href="/author/Kahn">Ken Kahn</a> </span><em>IDC &#039;04: Proceeding of the 2004 conference on Interaction design and children, </em><em>page 141-142. </em><em>New York, NY, </em><em>ACM Press, </em>(<em>2004</em>)Fri May 30 05:51:51 CEST 2008New York, NYIDC '04: Proceeding of the 2004 conference on Interaction design and children141-142The child-engineering of arithmetic in ToonTalk2004KalDesignResearch children constructionism education learning logo mathematics mythesis programming toontalk weblabs http://www.bibsonomy.org/bibtex/27c05669757c7bb3bb19cec1ab39d7d02/yishyish2008-05-30T00:57:27+02:00constructionism education ijceell06 learning mathgamespatterns mythesis programming toontalk weblabs <span class="authorEditorList"><a href="/author/Kahn">Ken Kahn</a> </span><em>Journal of Visual Languages and Computing</em> <em>7(2):197-217</em> (<em>1996</em>)Fri May 30 00:57:27 CEST 2008Journal of Visual Languages and Computing2197-217ToonTalk - An Animated Programming Environment for Children71996constructionism education ijceell06 learning mathgamespatterns mythesis programming toontalk weblabs Seymour Papert once described the design of the Logo programming language as taking the best ideas in computer science about programming language design and "child engineering" them. Twenty-five years after Logo's birth, there has been tremendous progress in programming language research and in computer-human interfaces. Programming languages exist now that are very expressive and mathematically very elegant and yet are difficult to learn and master. We believe the time is now ripe to attempt to repeat the success of the designers of Logo by child engineering one of these modern languages. When Logo was first built, a critical aspect was taking the computational constructs of the Lisp programming language and designing a child friendly syntax for them. Lisp's "CAR" was replaced by "FIRST", "DEFUN" by "TO", parentheses were eliminated, and so on. Today there are totally visual languages in which programs exist as pictures and not as text. We believe this is a step in the right direction, but even better than visual programs are animated programs. Animation is much better suited for dealing with the dynamics of computer programs than static icons or diagrams. While there has been substantial progress in graphical user interfaces in the last twenty-five years, we chose to look not primarily at the desktop metaphor for ideas but instead at video games. Video games are typically more direct, more concrete, and easier to learn than other software. And more fun too. We have constructed a general-purpose concurrent programming system, ToonTalk, in which the source code is animated and the programming environment is a video game. Every abstract computational aspect is mapped into a concrete metaphor. For example, a computation is a city, an active object or agent is a house, birds carry messages between houses, a method or clause is a robot trained by the user and so on. The programmer controls a "programmer persona" in this video world to construct, run, debug and modify programs. We believe that ToonTalk is especially well suited for giving children the opportunity to build real programs in a manner that is easy to learn and fun to do.http://www.bibsonomy.org/bibtex/26ba056ca751e97c19c9fca45e1447425/yishyish2008-05-29T02:13:57+02:00infrastructure learning mythesis technical weblabs webreports <span class="authorEditorList"><a href="/author/Simpson">Gordon Simpson</a>, <a href="/author/Mor">Yishay Mor</a>, <a href="/author/Holmberg">Jesper Holmberg</a>, <a href="/author/Noss">Richard Noss</a>, <a href="/author/Tholander">Jakob Tholander</a>, <a href="/author/Kahn">Ken Kahn</a>, and <a href="/author/Hoyles">Celia Hoyles</a> </span><em>project report, </em><em>London Knowledge Lab, </em>(<em>2007</em>)Thu May 29 02:13:57 CEST 2008Technical Infrastructure: The WebReports siteproject report2007infrastructure learning mythesis technical weblabs webreports The 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)2:114-136http://www.bibsonomy.org/bibtex/28bdccd8e47f6cd6196ed68ddf1e45bb8/yishyish2008-04-18T13:45:13+02:00toontalk weblabs <span class="authorEditorList"><a href="/author/Kahn">Ken Kahn</a> </span><em>Proceedings of the 2006 ACM symposium on Software visualization</em> (<em>2006</em>)Fri Apr 18 13:45:13 CEST 2008Proceedings of the 2006 ACM symposium on Software visualization185--186Time travelling animated program executions2006toontalk weblabs Visualizations of program executions are often generated on the fly. This has many advantages relative to off-line generation of animated video files. Video files, however, trivially support flexible viewing via controls that include reverse and fast forward. Here we report on an implementation of time travel that combines the best of both techniques. In ToonTalk both the construction and execution of programs are animated. Time travel enables the user to move back in time and replay animated executions. The replay can be paused and the user can skip forward or further back in time. The implementation of time travel is based records of every input event and periodic snapshots of the state of the computation.http://www.bibsonomy.org/bibtex/269d8a183bcaa2a1f209f3ed84c94812a/yishyish2008-04-03T16:11:01+02:00constructionism learning mathematics mythesis postdocapplication probability programming randomness toontalk weblabs <span class="authorEditorList"><a href="/author/Cerulli">Michele Cerulli</a>, <a href="/author/Chioccariello">Augusto Chioccariello</a>, and <a href="/author/Lemut">Enrica Lemut</a> </span><em>5th CERME conference - congress of European Society for Research in Mathematics Education, Larnaca, Cyprus, </em>(<em>2007</em>)Thu Apr 03 16:11:01 CEST 2008 5th CERME conference - congress of European Society for Research in Mathematics Education, Larnaca, CyprusA micoworld to implant a germ of probability2007constructionism learning mathematics mythesis postdocapplication probability programming randomness toontalk weblabs This paper reports on the third part of a long term experiment concerning the introduction of 12-13 years old pupils to the concept of randomness and probability. In the first parts, the pupils analysed the concept of randomness, in daily life and with LEGO-RCX robots. The third part is based on the Random Garden Game (within the programming environment ToonTalk). The pupils are guided towards the concepts of equivalence of sample spaces and of classical probability, through temporary and personal meanings, corresponding to an evolution by means of class discussions.http://www.bibsonomy.org/bibtex/235ce758fdad6d848a0245385d3c22589/yishyish2007-12-21T13:59:09+01:00bid grant mythesis weblabs <span class="authorEditorList"><a href="/author/Noss">Richard Noss</a>, and <a href="/author/Hoyles">Celia Hoyles</a> </span>(<em>2001</em>)Fri Dec 21 13:59:09 CET 2007WebLabs project bid, European Union, Grant # IST-2001-322002001bid grant mythesis weblabs http://www.bibsonomy.org/bibtex/2aec7c452b0926222807aa582c1540f09/yishyish2007-07-03T11:13:37+02:00KalDesignResearch Lego ToonTalk WebLabs WebLabsPaedia WebReports learning mathematics mythesis postdocapplication probability randomness tangibles <span class="authorEditorList"><a href="/author/Cerulli">Michele Cerulli</a>, <a href="/author/Chioccariello">Augusto Chioccariello</a>, and <a href="/author/Lemut">Enrica Lemut</a> </span><em>Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education CERME 4, </em><em>page 591-600. </em><em>Sant Feliu de Guíxols, Spain,, </em>(<em>2005</em>)Tue Jul 03 11:13:37 CEST 2007Sant Feliu de Guíxols, Spain,Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education (CERME 4)591-600Randomness and LEGO robots2005 KalDesignResearch Lego ToonTalk WebLabs WebLabsPaedia WebReports learning mathematics mythesis postdocapplication probability randomness tangibles This paper reports on a long term experiment concerning the introduction of 7th grade pupils to the concept of randomness. Pupils are involved in activities with Lego robots, and in the joint enterprise of writing an Encyclopaedia. The main lines of the experiment are provided, together with experimental data, highlighting how some specific elements of the chosen educational approach influenced the evolution of pupils’ mastery of the concept of randomness.