Computational Construction as a Means to Coordinate Representations of Infinity

Autor/inn/en	Sacristan, Ana Isabel; Noss, Richard
Titel	Computational Construction as a Means to Coordinate Representations of Infinity
Quelle	In: International Journal of Computers for Mathematical Learning, 13 (2008) 1, S.47-70 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-3892
DOI	10.1007/s10758-008-9127-5
Schlagwörter	Mathematical Concepts; Mathematics Instruction; Computation; Mathematical Models; Learning Processes; Middle School Students; High School Students; Secondary School Mathematics; Computer Uses in Education; Teaching Methods; Computer Software; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Learning process; Lernprozess; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Computernutzung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Mexiko
Abstract	In this paper, we describe a design experiment aimed at helping students to explore and develop concepts of infinite processes and objects. Our approach is based on the design and development of a computational microworld, which afforded students the means to construct a range of representational models (symbolic, visual and numeric) of infinity-related objects (infinite sequences, in particular). We present episodes based on four students' activities, seeking to illustrate how the available tools mediated students' understandings of the infinite in rich ways, allowing them to discriminate subtle process-oriented features of infinite processes. We claim that the microworld supported students in the coordination of hitherto unconnected or conflicting intuitions concerning infinity, based on a constructive articulation of different representational forms we name as "representational moderation". (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10