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    Institute of Educational Technology, Open University, UK

    Designing to see and share structure in number sequences

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    This paper reports on a design experiment in the domain of number sequences conducted in the course of the WebLabs project. We iteratively designed and tested a set of activities and tools in which 10-14 year old students used the ToonTalk programming environment to construct models of sequences and series, and then shared their models and their observations about them utilising a web-based collaboration system. We report on the evolution of a design pattern (programming method) called Streams which enables students to engage in the process of summing and hold the series in their hand, and consequently make sophisticated arguments regarding the mathematical structures of the sequences without requiring the use of algebra. While the focus of this paper is mainly on the design of activities and its epistemological foundations, we include some illustrative examples of one group of students' work, which indicate the potential of the activities and tools for expressing and reflecting on deep mathematical ideas.

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    New Full text for this article was not available? Send a request to the author(s).
    Title : Designing to see and share structure in number sequences
    Author(s) : Yishay Mor, Richard Noss, Celia Hoyles, Ken Kahn, Gordon Simpson
    Abstract : This paper reports on a design experiment in the domain of number sequences conducted in the course of the WebLabs project. We iteratively designed and tested a set of activities and tools in which 10-14 year old students used the ToonTalk programming environment to construct models of sequences and series, and then shared their models and their observations about them utilising a web-based collaboration system. We report on the evolution of a design pattern (programming method) called Streams which enables students to engage in the process of summing and hold the series in their hand, and consequently make sophisticated arguments regarding the mathematical structures of the sequences without requiring the use of algebra. While the focus of this paper is mainly on the design of activities and its epistemological foundations, we include some illustrative examples of one group of students' work, which indicate the potential of the activities and tools for expressing and reflecting on deep mathematical ideas.
    Keywords : london knowledge lab

    Subject : unspecified
    Area : Other
    Language : English
    Year : 2006

    Affiliations :  Institute of Educational Technology, Open University, UK
    Journal : the International Journal for Technology in Mathematics Educatio
    Volume : 13
    Issue : 2
    Pages : 65-78
    Url : http://eprints.ioe.ac.uk/1731/

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    Yishay's Peer Evaluation activity

    Trusted by 1
    Views 33
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    • Yishay Mor, Lecturer, Institute of Educational Technology, Open University, UK.
    Followed by 3
    • Derek Jones, Lecturer, Open University.
    • Jill Jameson, Professor, University of Greenwich, Centre for Leadership and Enterprise.
    • Srdjan Verbić, Independent researcher, Inst. for Educ. Quality and Evaluation, Belgrade.

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    • Yishay Mor, Lecturer, Institute of Educational Technology, Open University, UK.
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