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Andrea diSessa's career as a scholar, technologist, and teacher has been driven by one important question: can education -- in particular, science education -- be transformed by the computer so that children can learn more, learn more easily at an earlier age, and learn with pleasure and commitment? This book is diSessa's informed and passionate affirmative answer to that question. While written at a level that anyone with a good acquaintance with high school science can understand, the book reflects the depth and breadth of the issues surrounding technology in education. Rejecting the simplistic notion that the computer is merely a tool for more efficient instruction, diSessa shows how computers can be the basis for a new literacy that will change how people think and learn. He discusses the learning theory that explains why computers can be such powerful catalysts for change in education, in particular, how intuitive knowledge is the platform on which students build scientific understanding. He also discusses the material and social reasons for the computer's potential and argues for "two-way literacies," where everyone is a creator as well as consumer of dynamic and interactive expressive forms. DiSessa gives many examples from his work using the Boxer computer environment, an integrated software system designed to investigate computational literacies.

Education --- Social Sciences --- Theory & Practice of Education --- Learning, Psychology of. --- Literacy. --- Pedagogiek en onderwijskunde --- Data processing. --- onderwijstechnologie --- onderwijstechnologie. --- EDUCATION/General --- COMPUTER SCIENCE/General --- Illiteracy --- General education --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Computer uses in education --- Computers in education --- Educational computing --- Microcomputer uses in education --- Microcomputers in education --- Psychological aspects

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Turtle Geometry presents an innovative program of mathematical discovery that demonstrates how the effective use of personal computers can profoundly change the nature of a student's contact with mathematics. Using this book and a few simple computer programs, students can explore the properties of space by following an imaginary turtle across the screen. The concept of turtle geometry grew out of the Logo Group at MIT. Directed by Seymour Papert, author of Mindstorms, this group has done extensive work with preschool children, high school students and university undergraduates.

Geometry --- Computer-assisted instruction --- 681.3*D0 --- 681.3*I20 --- 681.3*K31 --- 681.3*K31 Computer uses in education: computer-assisted instruction; CAI; computer-managed instruction; CMI --- Computer uses in education: computer-assisted instruction; CAI; computer-managed instruction; CMI --- 681.3*I20 Artificial intelligence (AI) in general; cognitive simulation; philosophical foundations --- Artificial intelligence (AI) in general; cognitive simulation; philosophical foundations --- Mathematics --- Euclid's Elements --- Computerwetenschap--?*D0 --- #TCPW P1.4 --- #TCPW W1.1 --- 514 --- 681.3*K3 --- 514 Geometry --- 681.3*K3 Computers and education --- Computers and education --- Computer assisted instruction --- Didactics of mathematics --- Computer-assisted instruction. --- Enseignement assisté par ordinateur --- Study and teaching --- Géométrie algorithmique --- Géometrie --- Informatique --- Mathématiques --- Geometry - Computer-assisted instruction --- COMPUTER SCIENCE/General

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Geometry --- Computer-assisted instruction.

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Geometry --- Computer-assisted instruction.

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This book examines the kinds of transitions that have been studied in mathematics education research. It defines transition as a process of change, and describes learning in an educational context as a transition process. The book focuses on research in the area of mathematics education, and starts out with a literature review, describing the epistemological, cognitive, institutional and sociocultural perspectives on transition. It then looks at the research questions posed in the studies and their link with transition, and examines the theoretical approaches and methods used. It explores whether the research conducted has led to the identification of continuous processes, successive steps, or discontinuities. It answers the question of whether there are difficulties attached to the discontinuities identified, and if so, whether the research proposes means to reduce the gap – to create a transition. The book concludes with directions for future research on transitions in mathematics education.

Education. --- Mathematics --- Teaching. --- Mathematics Education. --- Teaching and Teacher Education. --- Learning & Instruction. --- Study and teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Mathematics. --- Math --- Science --- Mathematics—Study and teaching . --- Learning. --- Instruction. --- Learning process --- Comprehension --- Mathematics Education --- Learning