Authors: Yishay Mor, Richard Noss
Addresses: London Knowledge Lab, Institute of Education, University of London, 23-29 Emerald Street, London WC1N 3QS, UK. ' London Knowledge Lab, Institute of Education, University of London, 23-29 Emerald Street, London WC1N 3QS, UK
Abstract: This paper describes a narrative-oriented approach to the design and the analysis of a computational system and a set of activities for mathematical learning. Our central contention is that programming can offer a key to resolving the tension between the different representational structures of narrative and mathematical formalism. In the course of describing our approach, we make a distinction between the epistemic-cognitive elements of narrative and the social, cultural and affective elements. We then elaborate the theoretical grounds of the individual epistemic facets of narrative. We propose a link between narrative theories of learning and constructionist traditions, specifically the notion of situated abstraction. This link suggests the possibility of further dialogue between the two academic communities.
Keywords: collaborative learning; constructionism; computer supported collaborative learning; CSCL; mathematical learning; narrative; programming; situated abstraction.
International Journal of Continuing Engineering Education and Life-Long Learning, 2008 Vol.18 No.2, pp.214 - 233
Published online: 02 Mar 2008 *Full-text access for editors Access for subscribers Purchase this article Comment on this article