{"id":11823,"date":"2022-09-06T04:03:50","date_gmt":"2022-09-06T10:03:50","guid":{"rendered":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=11823"},"modified":"2022-09-15T10:53:44","modified_gmt":"2022-09-15T16:53:44","slug":"microworlds-constructionism-and-mathematics","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2022\/09\/06\/microworlds-constructionism-and-mathematics\/","title":{"rendered":"Microworlds, Constructionism and Mathematics"},"content":{"rendered":"\n<p><\/p>\n\n\n\n<p class=\"has-text-align-center\">Richard Noss<\/p>\n\n\n\n<p class=\"has-text-align-center\">Celia Hoyles<\/p>\n\n\n\n<p><strong>Abstract<\/strong>: In this paper, we outline the notion of constructionism and how it might be put into practice through the design of \u201cmicroworlds\u201d, insulated and accessible islands of activity in which nuggets of relevant knowledge are encountered through specially designed tools, sequences of activities with suit\u00adably oriented pedagogies. In the second part of the paper, we describe the design, implementation and evaluation of a constructionist intervention, Scratch\u00adMaths, introduced in England where computing is compulsory throughout schooling (from 5 to 16 years). This case study highlights the tension between the fidelity of implementation of an innovation and its adaptation by teachers, especially the context of mathematics, which is high stakes for both teachers and learners.<\/p>\n\n\n\n<p>&nbsp;<strong>Keywords<\/strong>: constructionism; microworlds; ScratchMaths; fidelity<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignright\"><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/vol31\/2\/01_REM31-2_i.pdf\"><img loading=\"lazy\" width=\"200\" height=\"72\" src=\"http:\/\/somidem.com.mx\/revista\/wp-content\/uploads\/2016\/05\/descarga2.png\" alt=\"descarga2\" class=\"wp-image-81\" srcset=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/descarga2.png 200w, https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/descarga2-150x54.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/figure><\/div>\n\n\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c  no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Richard Noss Celia Hoyles Abstract: In this paper, we outline the notion of constructionism and how it might be put into practice through the design of \u201cmicroworlds\u201d, insulated and accessible islands of activity in which nuggets of relevant knowledge are encountered through specially designed tools, sequences of activities with suit\u00adably\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2022\/09\/06\/microworlds-constructionism-and-mathematics\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[601],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/11823"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=11823"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/11823\/revisions"}],"predecessor-version":[{"id":11825,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/11823\/revisions\/11825"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=11823"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=11823"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=11823"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}