skip to main content


Title: Learning Mathematics from History: A Case Study on Learning Support Design with History of Mathematics in GBL
Award ID(s):
1720533
NSF-PAR ID:
10228763
Author(s) / Creator(s):
; ; ; ;
Editor(s):
Gresalfi, M.; Horn, I. S.
Date Published:
Journal Name:
The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020
Volume:
3
Page Range / eLocation ID:
1745-1746
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. This paper shares with practitioners how to engage computing and making for better instruction of mathematics and history within a science classroom. 
    more » « less
  2. We identify and document 3 cognitive obstacles, 3 cognitive affordances, and 1 type of integer understanding that can function as either an obstacle or affordance for learners while they extend their numeric domains from whole numbers to include negative integers. In particular, we highlight 2 key subsets of integer reasoning: understanding or knowledge that may, initially, interfere with one’s learning integers (which we call cognitive obstacles) and understanding or knowledge that may afford progress in understanding and operating with integers (which we call cognitive affor- dances). We analyzed historical mathematical writings related to integers as well as clinical interviews with children ages 6–10 to identify critical, persistent cognitive obstacles and powerful ways of thinking that may help learners to overcome obstacles. 
    more » « less
  3. Bateiha, S. ; Cobbs, G. (Ed.)
    Recent research on instructional vision offers new insights into the challenges of systemic coherence when implementing educational innovations at scale. In this paper, we retrospectively examine the work of our statewide partnership of mathematics education leaders for implementing new state mathematics standards. we identify three categories of designs that improved coherence during implementation and highlight the role of instructional vision in each. 
    more » « less