Finally a game half open. You start with a small creature and when you make offspring you go to an editor to design them. At any time the game populates the system with creatures designed by other players. First 2d, then 3d water, then walk
The Evolution Education Wiki is a free, reader-built encyclopedia of evolution, biology, and origins. It is inspired by the Talk.Origins Archive and the Wikipedia project. EvoWiki\'s goal is to promote general evolution education, and to provide mainst
The problem of procrastination is one that often goes beyond self-discipline and whipping oneself from stasis to stress. It is usually the symptom of a multifaceted set of problems that defy a single solution.
This blog is a quick (i.e. not comprehensive) introduction to blogging for educators, with hands-on steps for getting started in using MovableType as well as some conjecture on using MT in different educational contexts.
From the ancient classics to the masterpieces of the 20th century, the Great Books are all the introduction you’ll ever need to the ideas, stories, and discoveries that have shaped modern civilization.
S. Alexander, und J. Hedberg. Proceedings of the IFIP TC3/WG3.2 Working Conference on the Seign, Implementation and Evaluation of Interactive Multimedia in University Settings, Seite 233--244. New York, NY, USA, Elsevier Science Inc., (1994)
M. Mariotti. Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education, 1, Seite 180--195. Stellenbosch, South Africa, PME, University of Stellenbosch, (Juli 1998)
A. Fauzan, D. Slettenhaar, und T. Plomp. Proceedings of the 3 rdInternational Mathematics Education and Society Conference. Copenhagen, Denmark: Center for Research in Learning Mathematics, (2002)
M. Mariotti. Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education, 1, Seite 180--195. Stellenbosch, South Africa, PME, University of Stellenbosch, (Juli 1998)
R. Goldstein, und D. Pratt. Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (PME25), 3, Seite 49--56. PO Box 9432, 3506 GK Utrecht, The Netherlands, Freudenthal Institute, Faculty of Mathematics and Computer Science, Uthrect University, (Juli 2001)
F. Arzarello. the 24th Conference of the International Group for the Psychology of Mathematics Education (PME), 1, Seite 23--38. Hiroshima, Japan, (2000)
A. Desilets, S. Paquet, und N. Vinson. International Symposium on Wikis: Proceedings of the 2005 international symposium on Wikis, 16 (18):
3--15(2005)
P. Ernest. Why Learn Maths, London University Institute of Education, London, 1. To reproduce mathematical skill and knowledge based capability
The typical traditional reproductive mathematics curriculum has focused exclusively on this first aim, comprising a narrow reading of mathematical capability. At the highest level, not always realised, the learner learns to answer questions posed by the teacher or text. As is argued elsewhere (Ernest 1991) this serves not only to reproduce mathematical knowledge and skills in the learner, but to reproduce the social order and social injustice as well.
2. To develop creative capabilities in mathematics
The progressive mathematics teaching movement has added a second aim, to allow the learner to be creative and express herself in mathematics, via problem solving, investigational work, using a variety of representations, and so on. This allows the learner to pose mathematical questions, puzzles and problems, as well as to solve them. This notion adds the idea of creative personal development and the skills of mathematical questioning as a goal of schooling, but remains trapped in an individualistic ideology that fails to acknowledge the social and societal contexts of schooling, and thus tacitly endorses the social status quo.
3. To develop empowering mathematical capabilities and a critical appreciation of the social applications and uses of mathematics
Critical mathematics education adds in a third aim, the empowerment of the learner through the development of critical mathematical literacy capabilities and the critical appreciation of the mathematics embedded in social and political contexts. Thus the empowered learner will not only be able to pose and solve mathematical questions, but also be able to address important questions relating to the broad range of social uses (and abuses) of mathematics. This is a radical perspective and set of aims concerned with both the political and social empowerment of the learner and with the promotion of social justice, and which is realised in mainstream school education almost nowhere. However, the focus in the appreciation element developed in this perspective is on the external social contexts of mathematics. Admittedly these may include the history of mathematics and its past and present cultural contexts, but these do not represent any full treatment of mathematical appreciation.
4. To develop an inner appreciation of mathematics: its big ideas and nature
This fourth aim adds in further dimension of mathematical appreciation, namely the inner appreciation of mathematics, including the big ideas and nature of mathematics. The appreciation of mathematics as making a unique contribution to human culture with special concepts and a powerful aesthetic of its own, is an aim for school mathematics often neglected by mathematicians and users of mathematics alike. It is common for persons like these to emphasise capability at the expense of appreciation, and external applications at the expense of its inner nature and values. One mistake that may be made in this connection is the assumption that an inner appreciation of mathematics cannot be developed without capability. Thus, according to this assumption, the student cannot appreciate infinity, proof, catastrophe theory and chaos, for example, unless they have developed capability in these high level mathematical topics, which is out of the question at school. The fourth aim questions this assumption and suggests that an inner appreciation of mathematics is not only possible but desirable to some degree for all students at school..(2000)
P. Veugelers, und A. Fitzgerald. CMAJ: Canadian Medical Association Journal = Journal De l'Association Medicale Canadienne, 173 (6):
607--613(September 2005)PMID: 16157724.
A. Lund, und O. Smørdal. WikiSym'06: Proceedings of the international symposium on Symposium on Wikis, Seite 37--46. New York, NY, USA, ACM Press, (2006)