1: Institute of Education (IOE) — University of London
Appears in:
Micromath 20(2) (2004) 17-23
Abstract:
This article tells the story of 11-14 year- o l d students using a rather new and relatively untested programming system to represent and discuss some deep mathematical ideas. There is one caveat: we have chosen the episodes to indicate the possibilities that can emerge when children are given new ways to talk and think about mathematics. We cannot lay claim to any generality: we would invite the reader to look where we are pointing, not at our fingers!
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