Can Students Re-Invent Fundamental Scientific Principles? Evaluating the Promise of New-Media Literacies

Children's Learning in a Digital World

Volumn , Issue , 2008, Pages 218-248

  Disessa, Andrea A ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Image processing; Intellectual powers; New media literacies; Statistical displays; Teacher intervention

Indexed keywords

EID: 78951478894     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1002/9780470696682.ch9     Document Type: Chapter

References (21)

1. Azevedo, F. S. (2000). Designing representations of terrain: A study in metarepresentational competence. Journal of Mathematical Behavior, 19(4), 443-480.
2. Bamberger, J. (2006). Restructuring conceptual intuitions through invented notations: From path-making to map-making. In E. Teubal, J. Dockrell, & L. Tolchinsky (Eds.), Notational knowledge: Historical and developmental perspectives. Rotterdam/Taipei: Sense Publishers.
3. DiSessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2-3), 105-225.
4. DiSessa, A. A. (1995). Designing Newton's laws: Patterns of social and representational feedback in a learning task. In R.-J. Beun, M. Baker, & M. Reiner (Eds.), Dialogue and interaction: Modeling interaction in intelligent tutoring systems (pp. 105-122). Berlin: Springer-Verlag.
5. DiSessa, A. A. (2000). Changing minds: Computers, learning, and literacy. Cambridge, MA: MIT Press.
6. DiSessa, A. A. (2002). Students' criteria for representational adequacy. In K. Gravemeijer, R. Lehrer, B. van Oers, & L. Verschaffel (Eds.), Symbolizing, modeling and tool use in mathematics education (pp. 105-129). Dortrecht: Kluwer.
7. DiSessa, A. A. (2004). Meta-representation: Native competence and targets for instruction. Cognition and Instruction, 22(3), 293-331.
8. DiSessa, A. A. (2007). Systemics of learning for a revised pedagogical agenda. In R. Lesh, E. Hamilton, & J. J. Kaput (Eds.), Foundations for the future in mathematics education. Mahwah, NJ: Lawrence Erlbaum.
9. DiSessa, A. A., Hammer, D., Sherin, B., & Kolpakowski, T. (1991). Inventing graphing: Meta-representational expertise in children. Journal of Mathematical Behavior, 10(2), 117-160.
10. Freeman, N. H. (1995). The emergence of a framework theory for pictorial reasoning. In C. Lange-Kuttner & G. V. Thomas (Eds.), Drawing and looking: Theoretical approaches to pictorial representation in children. New York and London: Harvester Wheatsheaf.
11. Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor & Francis.
12. Goody, J. (1977). The domestication of the savage mind. Cambridge, UK: Cambridge University Press.
13. Gravemeijer, K. P. E. (1994). Developing realistic mathematics education. Utrecht: CD-ß Press/Freudenthal Institute.
14. Hughes, M. (1986). Children and number: Difficulties in learning mathematics. Oxford, UK and New York: Blackwell.
15. Kress, G. (2003). Literacy in the new media age. London and New York: Routledge.
16. Nemirovsky, R., & Tierney, C. (2001). Children creating ways to represent changing situations: On the development of homogeneous spaces. Educational Studies of Mathematics, 45, 67-102.
17. Ong, W. J. (1982). Orality and literacy: The technologizing of the word. New York: Routledge.
18. Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press.
19. Sherin, B. (2001). A comparison of programming languages and algebraic notation as expressive languages for physics. International Journal for Computers and Mathematical Learning, 6, 1-61.
20. Sherin, B., diSessa, A. A., & Hammer, D. M. (1993). Dynaturtle revisited: Learning physics through collaborative design of a computer model. Interactive Learning Environments, 3(2), 91-118.
21. Street, B. V. (1995). Social literacies. London and New York: Longman.