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Theme One is a computer program with a dual objective — to perform tasks of inductive and deductive problem-solving that arise in research and to explore the integration of these reasoning types in human and computer information processing.
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In this article we consider data arising from student-teacher researcher interactions taking place in the context of an experimental teaching program making use of multiple modes of communication and representation to explore... more
In this article we consider data arising from student-teacher researcher interactions taking place in the context of an experimental teaching program making use of multiple modes of communication and representation to explore three-dimensional (3D) shape. As teachers/researchers attempted to support student use of a logo-like formal language for constructing 3D trajectories and figures in a computer microworld, a system of gestures emerged. Observations of multimodal classroom communication suggest that teachers/researchers and students used similar words and gestures to represent different types of movement. We discuss possible sources of these differences, contrasting formal mathematical and everyday systems of representation of 3D space. More generally, we argue that understanding the structures of everyday discourse and their relationships to the structures of specialized mathematical
discourse can provide insight into student interactions.
The State, the market, and labour relations have been completely overestimated as a modus operandii of unchangeable stasis by the Neopragmatists. In their eagerness to accommodate to the overwhelming universalisation of the market as a... more
The State, the market, and labour relations have been completely overestimated as a modus operandii of unchangeable stasis by the Neopragmatists. In their eagerness to accommodate to the overwhelming universalisation of the market as a metaphor for all kinds of interactions and communication, between individuals, between institutions, between classes, between peoples, between humanity and nature, Neopragmatists have forgotten the turn of the century philosophical critique of conventionality for which Pragmatism was once famous. It is true that the depth and breadth of surveillance, normalisation, and categorisation that is occurring under globalised neoliberalism is of overwhelming consequence. Yet philosophers have discussed for over a century the limits of categorical truth, the inevitability of exceeding all universalities, and the many and myriad complicating factors that disturb simple equations of cause and effect. These philosophical cautions need not be disposed of because of the strength of neoliberal confidence and the familiarity of the progressive unrolling of the machinery of industrial consumerism. Understanding these prevailing conditions as fully as possible is vital, but remaining caught in the neoliberal rubric is not only unnecessary, it is short-sighted and detrimental to both the environment and humanity.
A student dipped a brush into a bowl of viscous tempera paint and in a few quick strokes formed thick magenta letters on a large display board. Nearby a handful of students were working together to attach string to paper cups and... more
A student dipped a brush into a bowl of viscous tempera paint and in a few quick strokes formed thick magenta letters on a large display board. Nearby a handful of students were working together to attach string to paper cups and balloons. Across the room a small group of girls were lying on the floor carefully adding multi-colored text to a poster. Two others created characters out of Popsicle sticks for a puppet show...This is how the integration of Science, Technology, Engineering, Arts, & Math (S.T.E.A.M.) happened with the fourth and fifth graders during the first few weeks of school.
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A scientist joins a community of teacher-learners to experience successful implementation of authentic scientific inquiry in content areas extending beyond science, resulting in K–12 student achievement of standards.
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