SimCalc: Democratizing Access to Advanced Mathematics
暂无分享,去创建一个
[1] A L Hammond,et al. Computer-assisted instruction: two major demonstrations. , 1972, Science.
[2] Nikol Rummel,et al. Promoting Learning in Mathematics: Script Support for Collaborative Problem Solving with the Cognitive Tutor Algebra , 2007 .
[3] R. Lehrer,et al. Technology and mathematics education , 2008 .
[4] H. Rittel,et al. Dilemmas in a general theory of planning , 1973 .
[5] Andrea A. diSessa. An Overview of Boxer. , 1991 .
[6] B. White. ThinkerTools: Causal Models, Conceptual Change, and Science Education , 1993 .
[7] Alan H. Schoenfeld,et al. Mathematical thinking and problem solving , 2016 .
[8] William R. Penuel,et al. Studying new forms of participation and identity in mathematics classrooms with integrated communication and representational infrastructures , 2008 .
[9] James J. Kaput,et al. An Introduction to the Profound Potential of Connected Algebra Activities: Issues of Representation, Engagement and Pedagogy. , 2004 .
[10] Ellen Yi-Luen Do,et al. Posey: instrumenting a poseable hub and strut construction toy , 2008, Tangible and Embedded Interaction.
[11] Mark Guzdial. A media computation course for non-majors , 2003 .
[12] Jeremy Roschelle,et al. Getting to Scale with Innovations that Deeply Restructure How Students Come to Know Mathematics , 2008 .
[13] Chris Rasmussen,et al. PME Special Issue: Bodily Activity and Imagination in Mathematics Learning , 2004 .
[14] Michael Eisenberg,et al. Computer-assisted pop-up design for children: computationally enriched paper engineering , 2006 .
[15] Deborah G. Tatar,et al. The Design Tensions Framework , 2007, Hum. Comput. Interact..
[16] Ricardo Nemirovsky,et al. Body Motion and Graphing , 1998 .
[17] Luis Moreno-Armella,et al. Intersecting representation and communication infrastructures , 2009 .
[18] M. Hegarty,et al. Types of visual–spatial representations and mathematical problem solving. , 1999 .
[19] Phil Vahey,et al. Leveraging Handhelds to Increase Student Learning: Engaging Middle School Students with the Mathematics of Change , 2004, ICLS.
[20] Ian Westbury. A Nation at Risk , 1984 .
[21] RoschelleJeremy,et al. Handhelds Go to School , 2003 .
[22] Margaret Dickey-Kurdziolek,et al. “They Need to Be Solid in Standard Skills First”: How Standards Can Become the Upper Bound , 2013 .
[23] Paul Drijvers,et al. Digital Technology in Mathematics Education: Why It Works (Or Doesn't) , 2013 .
[24] Jennifer M. Shephard,et al. Spatial versus object visualizers: A new characterization of visual cognitive style , 2005, Memory & cognition.
[25] Pierre Dillenbourg,et al. Technology for Classroom Orchestration , 2010 .
[26] Stephen Hegedus,et al. Learning and Participation in High School Classrooms , 2013 .
[27] Patrick Jermann,et al. Classroom orchestration: The third circle of usability , 2011, CSCL.
[28] Harold Abelson,et al. Turtle geometry : the computer as a medium for exploring mathematics , 1983 .
[29] Paul Cobb,et al. The Evolution of Mathematical Practices: A Case Study , 1999 .
[30] Harold Abelson,et al. Boxer: a reconstructible computational medium , 1986, CACM.
[31] Janet Bowers,et al. Linking Algebraic Concepts and Contexts: Every Picture Tells a Story , 2000 .
[32] Daniel L. Schwartz,et al. A time for telling , 1998 .
[33] Jeremy Roschelle,et al. SIMCALC : Accelerating Students’ Engagement With the Mathematics of Change , 2000 .
[34] Celia Hoyles,et al. Developing new notations for a learnable mathematics in the computational era , 2002 .
[35] Ricardo Nemirovsky. On ways of symbolizing: The case of Laura and the velocity sign , 1994 .
[36] H. Doerr,et al. You have printed the following article : Creating Meaning for and with the Graphing Calculator , 2008 .
[37] Celia Hoyles,et al. Rethinking the mathematics curriculum , 1999 .
[38] Jeremy Roschelle,et al. The role of scaling up research in designing for and evaluating robustness , 2008 .
[39] Daniel L. Schwartz,et al. Rethinking transfer: A simple proposal with multiple implica-tions , 1999 .
[40] Robert B. Kozma,et al. Learning Chemistry Through the Use of a Representation-Based Knowledge Building Environment , 2002 .
[41] Phil Vahey,et al. FIVE KEY CONSIDERATIONS FOR NETWORKING IN A HANDHELD-BASED MATHEMATICS CLASSROOM , 2005 .
[42] Frank Fischer,et al. Scripting Computer-Supported Collaborative Learning : cognitive, computational, and educational perspectives , 2007 .
[43] Uri Wilensky,et al. Networked Gridlock: Students Enacting Complex Dynamic Phenomena with the HubNet Architecture , 2000 .
[44] Jeremy Roschelle,et al. The Mathematics of Change and Variation from a Millennial Perspective: New Content, New Context , 2013 .
[45] Alexander Repenning,et al. Agentsheets: A Medium for Creating Domain-Oriented Languages , 1995, Computer.
[46] Celia Hoyles,et al. Windows on Mathematical Meanings: Learning Cultures and Computers , 1996 .
[47] Caitlin Kelleher,et al. Using storytelling to motivate programming , 2007, CACM.