Designing mathematical ‘thinking’ objects
George Gadanidis, Faculty of Education, University of Western Ontario, Canada
EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In this paper I explore what we might mean by mathematical 'thinking' in the context of learning objects and start a discussion about the design and pedagogical features that might be involved in the development of 'thinking' objects, that is, learning objects that students can think with (especially at higher cognitive levels). In doing so, I first discuss the nature of mathematics thinking, and suggest as does Jonassen (2000), that 'thinking objects' would require students to think harder rather than make mathematics learning easier for them. Then, in an effort to understand how thinking objects might be designed, I discuss drafts of two learning objects I am in the process of developing whose aim is to foster higher level mathematical thinking.
Gadanidis, G. (2004). Designing mathematical ‘thinking’ objects. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2374-2380). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)