There is plenty of software in use in the secondary school mathematics curriculum. It runs on computers or on advanced calculators. Introducing software for exploration in the secondary mathematics class does not require a radical change in the curriculum agenda because it allows and promotes new organization of both content and learning styles. This revolutionary view of software that meant to introduce new ways of building and reflecting on knowledge was the essence of microworlds when it was first introduced.
|Number of pages||21|
|Journal||International Journal of Computers for Mathematical Learning|
|State||Published - 1999|
Bibliographical noteFunding Information:
The writing of this paper was supported by a grant from MISES: The Milken Institute for the Study of Educational Systems, Jerusalem. I thank Beba Shternberg and Paul Goldenberg for discussing many of the ideas that appear in this paper with me. Special thanks are due to Daniel Chazan whose insightful arguments and comments on many previous versions of this paper challenged my thinking and helped me in the writing.
ASJC Scopus subject areas
- Theoretical Computer Science
- Engineering (all)
- Computer Science Applications
- Computational Theory and Mathematics