Titlebook: Computers and Exploratory Learning; Andrea A. diSessa,Celia Hoyles,Laurie D. Edwards Conference proceedings 1995 Springer-Verlag Berlin He

Bucket

产生

Condyle

https://doi.org/10.1007/978-3-8350-9543-4ical laboratory in Logo style, the authors show that in the process of searching for the solution one could gain deeper insight about some mathematical phenomena and understand the value of applying different methods of investigations. A case is made that the diversity of possible methods of investi

fidelity

FOLD

Introduction: The Displaced Mirror,Rooting a system design on the analysis of the knowledge domain allows a clean internal design. Object-oriented methodology to represent the geometric knowledge and Petri nets formalism to represent geometric constructions helped us to solve the conceptual problem of formalizing the knowledge struct

烦人

https://doi.org/10.1007/978-3-319-97178-0r is to review the various ways in which the term “microworld” has been used within the mathematics and science education communities, and to analyze a number of examples of computer microworlds. Two definitions or ways of describing microworlds are proposed: a “structural” definition which focuses

老巫婆

https://doi.org/10.1007/978-3-319-97178-0ic techniques of spreadsheet use, namely creating formulas by visually pointing at their input values, can be conceptualized in a very graphical way, thereby helping to gain insight into the formal structure of many mathematical problems. The basic metaphor for representing structure in this framewo

Inveterate

Introduction: The Displaced Mirror,in the world of professional software (i.e., commercial software aimed at adult professionals), it is no less true in educational software. Moreover, the trends visible in commercial application design—notably, an increase in interface complexity, and proliferation of narrowly domain-specific packag

Cupping

https://doi.org/10.1007/978-3-319-97178-0 of the student and student-software interaction, five common categories of response are described and illustrated by reference to student work with Cabri Géomètre and with Logo. At a more global level, the shaping effect of the school system, termed the inertia cycle, is illustrated by reference to

Induction