Publications (2)0 Total impact
ABSTRACT: The framing theory guiding the work described here is that mathematics learning is facilitated through long-term student engagement
in collaborative projects, integration of sustained emphasis on content knowledge, deep engagement of student interests, and
support for student experience and progress, and commitment to learning through interactive microworlds that foster modeling
and collaboration. We describe two case studies of software design/implementation, one an animation environment, and the other
a game and game-design microworld. We describe each case in some detail, and compare the projects’ affordances, constraints,
and design lessons, and persisting challenges.
KeywordsDesign-Pedagogical-Epistemological-Bidirectionality-Animation-Momentum-Game-Meta-game-Engagement-Layered design-Professional transitional software
12/2009: pages 19-45;
ABSTRACT: Designing digital technologies for deep learning is a highly non-trivial enterprise. In this paper, we discuss one approach
we have adopted that seeks to exploit the possibility of affording diverse layers of engagement that exploit the interconnectivity
available on the web. In a nutshell, we describe a system that offers learners the possibility of engaging with difficult
scientific and mathematical ideas without the necessity of interacting with complex layers of symbolic code – while making
that interaction available at all times.
10/2006: pages 267-278;