Representation, Participation and Teaching in Connected Classrooms

该项目将研究将SimCalc在变化核心数学中的代表性创新与无线教室连接（CC）的新功能相结合的潜力。一个密集的探索项目已经产生了引人注目的新形式的课堂活动结构，为学生提供了在小组和课堂活动中参与数学的新方式，教师也采用了灵活的新教学法，这些方法加在一起，可能为未来CC普遍存在时的标准课堂实践指明了道路。学生的参与结构和注意力是新的可操纵的，教师管理个人学习/认知与公共社会参与之间相互作用的能力也得到了增强，特别是通过教师有选择地聚集、操纵和公开展示个人或群体结构的能力，以及向班级重播对象以进行进一步调查和收获、聚集展示和讨论的新周期。本文提出了两种探究流：第一种是在一系列共同教学实验中对稳定技术进行的聚合和系统实验，产生关于参与、教学、学习及其之间关系的精心开发的证据，以及新的工具，使研究人员能够测量/比较CC背景下参与的形式和水平，并可能将这些与教师特征联系起来。流2，继续先前项目的发明和探索，由三个子流组成，系统地，但机会主义地，利用不断发展的技术的不断扩展的能力来探索(a)新的参与结构，(b)教师作为个人和同伴社区成员有效使用CC的能力的增长，以及(c)对教师有效理解和使用CC的动态代表支持。

This project will investigate the potential of combining the representational innovations of SimCalc in the core mathematics of change with the new affordances of wireless Classroom Connectivity (CC). An intense program of exploration has yielded dramatic new forms of classroom activity structures that offer students newly participatory ways to be mathematical in group and classroom activities, and teachers flexible new pedagogies that, together, may point the way to standard classroom practice of the future when CC is common. Student participation structures and attention are newly manipulable, and teacher ability to manage the interplay between individual learning/cognition and public social participation is likewise enhanced, especially through the teacher's ability to selectively aggregate, manipulate and publicly display individual or group constructions, as well as rebroadcast objects to the class for further investigation and new cycles of harvest, aggregation display and discussion. Two streams of inquiry are proposed: Stream 1 is convergent and systematically experimental on stable technologies in sets of common teaching experiments, producing carefully developed evidence on participation, teaching, learning and relations among them, and new instrumentation that enables researchers to measure/compare forms and levels of participation in CC contexts and potentially relate these to teacher characteristics. Stream 2, continuing the invention and exploration of the prior project, consists of three sub-streams, systematically, but opportunistically, exploiting the expanding affordances of evolving technologies to explore (a) new participation structures, (b) the growth in teacher capacity to use CC productively, both as individuals and as members of peer communities, and (c) dynamic representational supports for effective teacher understanding and use of CC.