Teaching movement with Boxer
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Published
Jan 1, 1995
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Abstract
Description of a course on the mathematics of motion based on the premise that everyone involved - students, teachers and designers - should know a programmer and general computational medium, Boxer.
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Articles - Special Issue
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References
Adams, S. and diSessa, A. A. (1991). Learning by cheating: Children’s inventive use of a Boxer microworld. Journal of Mathematical Behavior, 10(1), 79-89.
diSessa, A. A. (1989). A child’s science of motion: Overview and first results. In U. Leron and N. Krumholtz (Eds.), Proceedings of the Fourth International Conference for Logo and Mathematics Education. Haifa, Israel: Israeli Logo Center, Technion Israel Institute of Technology, 211-231.
diSessa, A. A. (1990). Social niches for future software. In M. Gardner, J. Greeno, F. Reif, A. Schoenfeld, A. diSessa & E. Stage (Eds.), Toward a Scientific Practice of Science Education, Hillsdale, NJ: Lawrence Erlbaum, 301-322.
diSessa, A. A. (1995). Collaborating via Boxer. In L. Burton and B. Jaworski (Eds.), Technology A Bridge between Teaching and Learning Mathematics. Bromley, Kent, UK: Chartwell-Bratt, 69-94.
diSessa, A. A. (1995). Designing Newton’s laws: Patterns of social and representational feedback in a learning task. In R.-J. Beun & M. Reiner (Eds.), Natural Dialog and Interactive Student Modeling.Heidlberg: Springer-Verlag.
diSessa, A. A., Hammer, D., Sherin, B. & Kolpakowski, T. (1991). Inventing graphing: Meta-representational expertise in children. Journal of Mathematical Behavior, 10(2), 117-160.
Metz, K. E., & Hammer, D. M. (1993). Learning physics in a computer microworld: In what sense world? Interactive Learning Environments, 3(1), 55-76.
Sherin, B., diSessa, A. A., & Hammer, (1992). Programming as a language for learning physics. Paper presented at the annual meeting of the American Educational Research Association.
Sherin, B., diSessa, A. A., & Hammer, (1993). Dynaturtle revisited: Learning physics via collaborative design of a computer model. I nteractive Learning Environments, 3(2), 91-118.
diSessa, A. A. (1989). A child’s science of motion: Overview and first results. In U. Leron and N. Krumholtz (Eds.), Proceedings of the Fourth International Conference for Logo and Mathematics Education. Haifa, Israel: Israeli Logo Center, Technion Israel Institute of Technology, 211-231.
diSessa, A. A. (1990). Social niches for future software. In M. Gardner, J. Greeno, F. Reif, A. Schoenfeld, A. diSessa & E. Stage (Eds.), Toward a Scientific Practice of Science Education, Hillsdale, NJ: Lawrence Erlbaum, 301-322.
diSessa, A. A. (1995). Collaborating via Boxer. In L. Burton and B. Jaworski (Eds.), Technology A Bridge between Teaching and Learning Mathematics. Bromley, Kent, UK: Chartwell-Bratt, 69-94.
diSessa, A. A. (1995). Designing Newton’s laws: Patterns of social and representational feedback in a learning task. In R.-J. Beun & M. Reiner (Eds.), Natural Dialog and Interactive Student Modeling.Heidlberg: Springer-Verlag.
diSessa, A. A., Hammer, D., Sherin, B. & Kolpakowski, T. (1991). Inventing graphing: Meta-representational expertise in children. Journal of Mathematical Behavior, 10(2), 117-160.
Metz, K. E., & Hammer, D. M. (1993). Learning physics in a computer microworld: In what sense world? Interactive Learning Environments, 3(1), 55-76.
Sherin, B., diSessa, A. A., & Hammer, (1992). Programming as a language for learning physics. Paper presented at the annual meeting of the American Educational Research Association.
Sherin, B., diSessa, A. A., & Hammer, (1993). Dynaturtle revisited: Learning physics via collaborative design of a computer model. I nteractive Learning Environments, 3(2), 91-118.