Y. Mor, and R. Noss. International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), 18 (2):
214-233(2008)
Abstract
This paper describes a narrative-oriented approach to the design and the analysis of a computational system and a set of activities for mathematical learning. Our central contention is that programming can offer a key to resolving the tension between the different representational structures of narrative and mathematical formalism. In the course of describing our
approach, we make a distinction between the epistemic-cognitive elements of narrative and the social, cultural and affective elements. We then elaborate the theoretical grounds of the individual epistemic facets of narrative. We propose a link between narrative theories of learning and constructionist traditions, specifically the notion of situated abstraction. This link suggests the possibility of further dialogue between the two academic communities
%0 Journal Article
%1 mornoss06
%A Mor, Yishay
%A Noss, Richard
%D 2008
%J International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL)
%K KalDesignResearch TEL cerme6 constructionism eLPBookMor gmr haifa-edtech learning maths my myown mythesis narrative polonsky programming selected sequences top
%N 2
%P 214-233
%T Programming as Mathematical Narrative
%U http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=493
%V 18
%X This paper describes a narrative-oriented approach to the design and the analysis of a computational system and a set of activities for mathematical learning. Our central contention is that programming can offer a key to resolving the tension between the different representational structures of narrative and mathematical formalism. In the course of describing our
approach, we make a distinction between the epistemic-cognitive elements of narrative and the social, cultural and affective elements. We then elaborate the theoretical grounds of the individual epistemic facets of narrative. We propose a link between narrative theories of learning and constructionist traditions, specifically the notion of situated abstraction. This link suggests the possibility of further dialogue between the two academic communities
@article{mornoss06,
abstract = { This paper describes a narrative-oriented approach to the design and the analysis of a computational system and a set of activities for mathematical learning. Our central contention is that programming can offer a key to resolving the tension between the different representational structures of narrative and mathematical formalism. In the course of describing our
approach, we make a distinction between the epistemic-cognitive elements of narrative and the social, cultural and affective elements. We then elaborate the theoretical grounds of the individual epistemic facets of narrative. We propose a link between narrative theories of learning and constructionist traditions, specifically the notion of situated abstraction. This link suggests the possibility of further dialogue between the two academic communities },
added-at = {2011-02-04T12:21:34.000+0100},
author = {Mor, Yishay and Noss, Richard},
biburl = {https://www.bibsonomy.org/bibtex/2b54f884125d439beee1afeab9c3ca6fa/yish},
interhash = {63536356a52ca6953ab75efc57c03285},
intrahash = {b54f884125d439beee1afeab9c3ca6fa},
journal = {International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL)},
keywords = {KalDesignResearch TEL cerme6 constructionism eLPBookMor gmr haifa-edtech learning maths my myown mythesis narrative polonsky programming selected sequences top},
number = 2,
pages = {214-233},
timestamp = {2011-07-28T13:18:32.000+0200},
title = {Programming as Mathematical Narrative},
url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=493},
volume = 18,
year = 2008
}