Abstract Computational environments have the potential to provide new representational resources and new ways of supporting teaching and learning of mathematics. In this paper, we seek to characterize relationships between the representations offered by particolar technologies and other representations commonly available in the classroom context, using the notion of ‘distance’. Distance between representations in different media may be epistemological, affecting the nature of the mathematical concepts available to students, or may be social, affecting pedagogic relationships in the classroom and the ease with which the technology may be adopted in particular classroom or national contexts. We illustrate these notions through examples taken from cross-experimentation of computational environments in national contexts different from those in which they were developed. Implications for the design and dissemination of computational environments for use in learning mathematics are discussed.

Morgan, C., Mariotti, M.A., & Maffei, L. (2009). Representation in computational environment: epistemological and social distance. INTERNATIONAL JOURNAL OF COMPUTERS FOR MATHEMATICAL LEARNING, 14(3), 241-263 [10.1007/s10758-009-9156-8].

Representation in computational environment: epistemological and social distance

MARIOTTI, MARIA ALESSANDRA;
2009

Abstract

Abstract Computational environments have the potential to provide new representational resources and new ways of supporting teaching and learning of mathematics. In this paper, we seek to characterize relationships between the representations offered by particolar technologies and other representations commonly available in the classroom context, using the notion of ‘distance’. Distance between representations in different media may be epistemological, affecting the nature of the mathematical concepts available to students, or may be social, affecting pedagogic relationships in the classroom and the ease with which the technology may be adopted in particular classroom or national contexts. We illustrate these notions through examples taken from cross-experimentation of computational environments in national contexts different from those in which they were developed. Implications for the design and dissemination of computational environments for use in learning mathematics are discussed.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11365/44127
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