1: London Knowledge Lab (LKL) — Institute of Education - London
Appears in:
International Journal of Continuing Engineering Education and Life-long Learning 18 (2) (2008) 214-233
Abstract:
This paper describes a narrative-oriented approach to the design and 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.
accepted pre-print to International Journal of Continuing Engineering Education and Life-Long Learning(IJCEELL), special issue on Narrative Learning Environments.
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