Designs for Learning Environments of the Future

pp 233-262


From New Technological Infrastructures to Curricular Activity Systems: Advanced Designs for Teaching and Learning

  • Jeremy RoschelleAffiliated withSRI International Email author 
  • , Jennifer KnudsenAffiliated withSRI International
  • , Stephen HegedusAffiliated withUniversity of Massachusetts

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We suggest an “advanced design” for teaching and learning should offer a plan for bridging the gap between new technological affordances and what most teachers need and can use. We draw attention to three different foci of design: (a) design of representational and communicative infrastructure (b) design of curricular activity systems, and (c) design of new classroom practices and routines. Two different SimCalc projects are presented to illustrate these design foci; both concern the use of technology to democratize access to conceptually demanding mathematics among adolescents. We particularly emphasize curricular activity systems because we are finding that attention to this focus of design has been critically important in our ability to measure learning outcomes at the scale of hundreds of teachers.


Mathematics Technology Activities Representation Curriculum design Networks Scaling up