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- W2065259174 abstract "New theoretical, methodological, and design frameworks for engaging classroom learning are supported by the highly interactive and group-centered capabilities of a new generation of classroom-based networks. In our analyses, networked teaching and learning are organized relative to a dialectic of (a) seeing mathematical and scientific structures as fully situated in sociocultural contexts and (b) seeing mathematics as a way of structuring our understanding of and design for group-situated teaching and learning. An engagement with this dialectic is intended to open up new possibilities for understanding the relations between content and social activity in classrooms. Features are presented for what we call generative design in terms of the respective sides of the dialectic. Our approach to generative design centers on the notion that classrooms have multiple agents, interacting at various levels of participation, and looks to make the best possible use of the plurality of emergent ideas found in classroo..." @default.
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- W2065259174 date "2005-07-01" @default.
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- W2065259174 title "A Dialectic Analysis of Generativity: Issues of Network-Supported Design in Mathematics and Science" @default.
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- W2065259174 doi "https://doi.org/10.1207/s15327833mtl0703_1" @default.
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