Abstract
We present papers that indicate the potential and challenge of connectivity within or between mathematics classroms.
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Notes
- 1.
In Kalas and Winczer 2006, we presented our attempt to summarize all known aspects in a framework for the development of collaborative microworlds. We do however accept the argument presented in the panel by Hivon and Trouche that a complete list is probably impossible to generate.
- 2.
Other researchers (Pratt and his colleagues) used Visual Fractions for other kind of observations more closely related to mathematics education (see, for example, Jones and Pratt 2006).
- 3.
When a child drags a piece or several pieces one by one (i.e. the visual representations of fractions), into the dark area of his/her technical panel, the environment “weighs” or “measures” them all together and shows the total sum (value) for example 5/12 or 1/6 or ¼.
- 4.
INRP: National Institute for Pedagogical Research; IREM: Research Institutes on Mathematics Teaching.
- 5.
- 6.
- 7.
This prototype system was subsequently published as Magic Forest. See http”//www.logo.com/cat/view/magicforest.html
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Hoyles, C., Kalas, I., Trouche, L., Hivon, L., Noss, R., Wilensky, U. (2009). Connectivity and Virtual Networks for Learning. In: Hoyles, C., Lagrange, JB. (eds) Mathematics Education and Technology-Rethinking the Terrain. New ICMI Study Series, vol 13. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0146-0_22
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