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Programming as mathematical narrative

Mor, Yishay and Noss, Richard (2008). Programming as mathematical narrative. International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), 18(2) pp. 214–233.

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URL: http://telearn.noe-kaleidoscope.org/open-archive/b...
DOI (Digital Object Identifier) Link: http://doi.org/10.1504/IJCEELL.2008.017377
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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

Item Type: Journal Article
Copyright Holders: 2008 Inderscience Enterprises Ltd.
ISSN: 1741-5055
Keywords: collaborative learning; constructionism; computer supported collaborative learning; mathematical learning; narrative; programming; situated abstraction
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 30344
Depositing User: Yishay Mor
Date Deposited: 07 Dec 2011 13:19
Last Modified: 28 Apr 2016 18:40
URI: http://oro.open.ac.uk/id/eprint/30344
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