Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1708
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dc.contributor.authorNichols-Paez, Isaac
dc.contributor.authorBrady, Corey
dc.date.accessioned2019-07-23T19:26:59Z
dc.date.accessioned2019-09-07T16:37:16Z-
dc.date.available2019-07-23T19:26:59Z
dc.date.available2019-09-07T16:37:16Z-
dc.date.issued2019-06
dc.identifier.citationNichols-Paez, I. & Brady, C. (2019). Collaboration Within Mathland: What Do We Become Together. In Lund, K., Niccolai, G. P., Lavoué, E., Gweon, C. H., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 879-880). Lyon, France: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2019.879
dc.identifier.urihttps://repository.isls.org//handle/1/1708-
dc.description.abstractResearch has pushed Papert's (1980) seminal ideas of mathland and microworlds but remain focused on computational environments designed for individual work. Current group- centered activities using networked computational environments distribute mathematical objects among students and their relations and then assemble these objects in a shared public space. Within these new technological contexts, we ask how students identify with the mathematical objects distributed and maintained in socio-mathematical relations.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleCollaboration Within Mathland: What Do We Become Togetheren_US
dc.typePostersen_US
Appears in Collections:CSCL 2019

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