Distance learning: Beyond the transmission of information toward the coconstruction of complex conceptual artifacts and tools

Learner-Centered Theory and Practice in Distance Education: Cases From Higher Education

Volumn , Issue , 2003, Pages 261-281

  Lesh, Richard ^a   Byrne, Susan K ^a   White, Pamela A ^a  

^a PURDUE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84917090014     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410609489     Document Type: Chapter

References (13)

1. Aliprantis, C. D., & Carmona, G. (2003). Introduction to an economic problem: A models and modeling perspective. In R. Lesh & H. M. Doerr (Eds.). Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching (pp. 255-264). Mahwah, NJ: Lawrence Erlbaum Associates.
2. English, L. (2002). Handbook of international research in mathematics. In L. English (Ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
3. Kardos, G. (2003). The case of cases. In R. Lesh & H. M. Doerr (Eds.). Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching (pp. 241-253). Mahwah, NJ: Lawrence Erlbaum Associates.
4. Kelly, A., & Lesh, R. (principle investigators, 2001-current). Design sciences of human. National Science Foundation. http://gse.gmu.edu/research/de
5. Kelly, A., & Lesh, R. (2002). Understanding and explicating design experiment methodologies. Building research capacities. Cardiff University Press, London.
6. Lesh, R. (2001). Beyond Constructivism: A new paradigm for identifying mathematical abilities that are most needed for success beyond school in a technology based Age of Information. In Mitchelmore, M. (Ed.). Technology in Mathematics Learning and Teaching: Cognitive Considerations: A Special Issue of the Mathematics Education Research Journal. Melbourne: Australia, Australia Mathematics Education Research Group.
7. Lesh, R. (2002). Research design in mathematics education: Focusing on design experiments. In L. English (Ed.). Handbook of research design in mathematics education. Mahwah, NJ: Lawrence Erlbaum Associates.
8. Lesh, R., & Doerr, H. M. (2003). Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching. Mahwah, NJ: Lawrence Erlbaum Associates.
9. Lesh, R., & Kelly, A. (2000). Multitiered teaching experiments. Handbook of research design in mathematics and science teaching (pp. 197-230). Mahwah, NJ: Lawrence Erlbaum Associates.
10. Lesh, R., Byrne, S. K., & White, P. A. (2003). Center for Twenty-First Century Conceptual Tools (TCCT). West Lafayette, In: Purdue University.
11. Lesh, R., Byrne, S. K., & White, P. A. (2001). Emerging possibilities for collaborating doctoral programs. In R. E. Reys and J. Kilpatrick (Eds). One Field, Many Paths: U.S. Doctoral Programs in Mathematical Education (p. 113). Washington, DC: American Mathematical Society.
12. Lesh, R., Zawojewski, J., & Carmona, G. (2003). What mathematical abilities are needed for success beyond school in a technology-based age of information? In R. Lesh & H. M. Doerr (Eds.) Beyond constructivism:Models and modeling perspectives on mathematics problem solving, learning, and teaching (pp. 205-222). Mahwah, NJ: Lawrence Erlbaum Associates.
13. Oakes,W., & Rud, A. G. (2002). The EPICS model in engineering education: Perspective on problem solving abilities needed for success beyond schools. In R. Lesh and H. M. Doerr (Eds.). Beyond constructivism:Models and modeling perspectives on mathematics problem solving, learning and teaching (pp. 223-239). Mahwah, NJ: Lawrence Erlbaum Associates.