The DOI matches its Crossref record; 28 of the 28 references it cites were found in a registry or an index.
Exploring the mathematics of motion through construction and collaboration
Open accessAbstract
Abstract In this paper, we give a detailed account of the design principles and construction of activities designed for learning about the relationships between position, velocity and acceleration, and corresponding kinematics graphs. Our approach is model‐based, that is, it focuses attention on the idea that students constructed their own models – in the form of programs – to formalise and thus extend their existing knowledge. In these activities, students controlled the movement of objects in a programming environment, recording the motion data and plotting corresponding position–time and velocity–time graphs. They shared their findings on a specially designed Web‐based collaboration system, and posted cross‐site challenges to which others could react. We present learning episodes that provide evidence of students making discoveries about the relationships between different representations of motion. We conjecture that these discoveries arose from their activity in building models of motion and their participation in classroom and online communities.
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“Simpson et al. (2006) stated that model rules can be similar despite the changes in or configurations in patterns as preservice teachers noticed the similarities between triangle trains and hexagon trains.”
From Prospective elementary teachers use of representation to reason algebraically (2009) · cites this paper as Simpson et al. (2006)
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“These concrete materials appeared to influence the preservice teachers algebraic thinking more profoundly than the numerical tables of data (Karpov & Haywood, 1998;Simpson, Hoyles, & Noss, 2006).”
From Prospective elementary teachers use of representation to reason algebraically (2009) · cites this paper as Simpson, Hoyles, & Noss, 2006
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Citations
Cites
Design Experiments in Educational Research
Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003) · Educational Researcher · doi:10.3102/0013189x032001009 · Cited by 3,548
Toward an Epistemology of Physics
diSessa, A. A. (1993) · Cognition and Instruction · doi:10.1080/07370008.1985.9649008 · Cited by 1,351
Toward an epistemology of physics
diSessa, A. A. (1993) · Cited by 1,265
Watch what I do: programming by demonstration
Cypher, A., Halbert, D. C., Kurlander, D., Lieberman, H. A., Maulsby, D., Myers, B. A., & Turransky, A. (1993) · Medical Entomology and Zoology · Cited by 1,027
The development of multiplicative reasoning in the learning of mathematics
(1995) · Choice Reviews Online · doi:10.5860/choice.32-4016 · Cited by 686
Testing student interpretation of kinematics graphs
Beichner, R. J. (1994) · American Journal of Physics · doi:10.1119/1.17449 · Cited by 670
Research on conceptual understanding in mechanics
McDermott, L. C. (1984) · Physics Today · doi:10.1063/1.2916318 · Cited by 628
McCloskey, M. E. (2014) · Psychology Press eBooks · doi:10.4324/9781315802725-17 · Cited by 593
Student difficulties in connecting graphs and physics: Examples from kinematics
McDermott, L. C., Rosenquist, M. L., & van Zee, E. H. (1987) · American Journal of Physics · doi:10.1119/1.15104 · Cited by 592
Windows on Mathematical Meanings
Noss, R., & Hoyles, C. (1996) · Springer eBooks · doi:10.1007/978-94-009-1696-8 · Cited by 586
Self-citation
Flagged first, then by citations
Research works printed but not linked: 6
- DiSessa A.A., 1988, Constructivism in the Computer Age, 49
- DiSessa A., 1991, Inventing graphing, Journal of Mathematical Behavior, 10, 117
- Harel I., 1991, Constructionism
- Hoyles C., Cambridge Handbook of the Learning Sciences
- Kahn K., 1999, Proceedings of the International Conference on Logic Programming, 1999, 67
- McCloskey M., 1983, Mental Models, 299
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Sorted by citations
Prospective elementary teachers use of representation to reason algebraically
Richardson, K., Berenson, S., & Staley, K. (2009) · The Journal of Mathematical Behavior · doi:10.1016/j.jmathb.2009.09.002 · Cited by 32
Metadata
- Authors
- Simpson, G., Hoyles, C., & Noss, R.
- Affiliations
- University of London (GB)
- Corresponding author
- Noss, R.
- ORCID
- Venue
- Journal of Computer Assisted Learning
- Publisher
- Wiley
- Published
- 2006-03-06
- Volume
- 22
- Issue
- 2
- Pages
- 114-136
- ISSN
- 0266-4909 (ISSN-L)
- 1365-2729
- OpenAlex
- W1553292420
- Cited by
- 34
- References
- 28
- Citations by year
- 2025: 2 · 2022: 1 · 2019: 1 · 2016: 2 · 2015: 4 · 2013: 6 · 2012: 3
- FWCI
- 17.62
- Type
- journal article
- Language
- en
- Open access
- green
- discovery.ucl.ac.uk
- Locations
- Journal of Computer Assisted Learning (publishedVersion)
- IOE EPrints (submittedVersion)
- UCL Discovery (University College London) (submittedVersion)
- HAL (submittedVersion, other-oa)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- kinematics, kinematic diagrams, model-based learning, programming environment, online collaboration, web-based collaboration system, motion representation, student discovery, learning communities
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