Translating Euclid: Designing a Human-Centered Mathematics (Synthesis Lectures on Human-Centered Informatics)

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9781627051354: Translating Euclid: Designing a Human-Centered Mathematics (Synthesis Lectures on Human-Centered Informatics)

Translating Euclid reports on an effort to transform geometry for students from a stylus-and-clay-tablet corpus of historical theorems to a stimulating computer-supported collaborative-learning inquiry experience.

The origin of geometry was a turning point in the pre-history of informatics, literacy, and rational thought. Yet, this triumph of human intellect became ossified through historic layers of systematization, beginning with Euclid’s organization of the Elements of geometry. Often taught by memorization of procedures, theorems, and proofs, geometry in schooling rarely conveys its underlying intellectual excitement. The recent development of dynamic-geometry software offers an opportunity to translate the study of geometry into a contemporary vernacular. However, this involves transformations along multiple dimensions of the conceptual and practical context of learning.

Translating Euclid steps through the multiple challenges involved in redesigning geometry education to take advantage of computer support. Networked computers portend an interactive approach to exploring dynamic geometry as well as broadened prospects for collaboration. The proposed conception of geometry emphasizes the central role of the construction of dependencies as a design activity, integrating human creation and mathematical discovery to form a human-centered approach to mathematics.

This book chronicles an iterative effort to adapt technology, theory, pedagogy and practice to support this vision of collaborative dynamic geometry and to evolve the approach through on-going cycles of trial with students and refinement of resources. It thereby provides a case study of a design-based research effort in computer-supported collaborative learning from a human-centered informatics perspective.

Table of Contents: Acknowledgments / Background / Vision: The Cognitive Potential of Collaborative Dynamic Geometry / History: The Origin of Geometry / Philosophy: The Obfuscation of Geometry / Mathematics: Demythologizing Geometry / Technology: Deconstructing Geometry / Collaboration: Group Geometry / Research: Analyzing Geometry / Theory: Resources for Geometry / Pedagogy: Designing Geometry / Practice: Doing Geometry / Design-Based Research: Human-Centered Geometry / Author Indes / Bibliography / Author's Biography

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Book Description Morgan Claypool Publishers, United States, 2013. Paperback. Book Condition: New. Language: English . Brand New Book. Translating Euclid reports on an effort to transform geometry for students from a stylus-and-clay-tablet corpus of historical theorems to a stimulating computer-supported collaborative-learning inquiry experience.The origin of geometry was a turning point in the pre-history of informatics, literacy, and rational thought. Yet, this triumph of human intellect became ossified through historic layers of systematization, beginning with Euclid s organization of the Elements of geometry. Often taught by memorization of procedures, theorems, and proofs, geometry in schooling rarely conveys its underlying intellectual excitement. The recent development of dynamic-geometry software offers an opportunity to translate the study of geometry into a contemporary vernacular. However, this involves transformations along multiple dimensions of the conceptual and practical context of learning.Translating Euclid steps through the multiple challenges involved in redesigning geometry education to take advantage of computer support. Networked computers portend an interactive approach to exploring dynamic geometry as well as broadened prospects for collaboration. The proposed conception of geometry emphasizes the central role of the construction of dependencies as a design activity, integrating human creation and mathematical discovery to form a human-centered approach to mathematics.This book chronicles an iterative effort to adapt technology, theory, pedagogy and practice to support this vision of collaborative dynamic geometry and to evolve the approach through on-going cycles of trial with students and refinement of resources. It thereby provides a case study of a design-based research effort in computer-supported collaborative learning from a human-centered informatics perspective. Bookseller Inventory # AAN9781627051354

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Book Description Morgan Claypool Publishers, United States, 2013. Paperback. Book Condition: New. Language: English . Brand New Book. Translating Euclid reports on an effort to transform geometry for students from a stylus-and-clay-tablet corpus of historical theorems to a stimulating computer-supported collaborative-learning inquiry experience.The origin of geometry was a turning point in the pre-history of informatics, literacy, and rational thought. Yet, this triumph of human intellect became ossified through historic layers of systematization, beginning with Euclid s organization of the Elements of geometry. Often taught by memorization of procedures, theorems, and proofs, geometry in schooling rarely conveys its underlying intellectual excitement. The recent development of dynamic-geometry software offers an opportunity to translate the study of geometry into a contemporary vernacular. However, this involves transformations along multiple dimensions of the conceptual and practical context of learning.Translating Euclid steps through the multiple challenges involved in redesigning geometry education to take advantage of computer support. Networked computers portend an interactive approach to exploring dynamic geometry as well as broadened prospects for collaboration. The proposed conception of geometry emphasizes the central role of the construction of dependencies as a design activity, integrating human creation and mathematical discovery to form a human-centered approach to mathematics.This book chronicles an iterative effort to adapt technology, theory, pedagogy and practice to support this vision of collaborative dynamic geometry and to evolve the approach through on-going cycles of trial with students and refinement of resources. It thereby provides a case study of a design-based research effort in computer-supported collaborative learning from a human-centered informatics perspective. Bookseller Inventory # AAN9781627051354

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Book Description Morgan Claypool Publishers, United States, 2013. Paperback. Book Condition: New. Language: English . This book usually ship within 10-15 business days and we will endeavor to dispatch orders quicker than this where possible. Brand New Book. Translating Euclid reports on an effort to transform geometry for students from a stylus-and-clay-tablet corpus of historical theorems to a stimulating computer-supported collaborative-learning inquiry experience.The origin of geometry was a turning point in the pre-history of informatics, literacy, and rational thought. Yet, this triumph of human intellect became ossified through historic layers of systematization, beginning with Euclid s organization of the Elements of geometry. Often taught by memorization of procedures, theorems, and proofs, geometry in schooling rarely conveys its underlying intellectual excitement. The recent development of dynamic-geometry software offers an opportunity to translate the study of geometry into a contemporary vernacular. However, this involves transformations along multiple dimensions of the conceptual and practical context of learning.Translating Euclid steps through the multiple challenges involved in redesigning geometry education to take advantage of computer support. Networked computers portend an interactive approach to exploring dynamic geometry as well as broadened prospects for collaboration. The proposed conception of geometry emphasizes the central role of the construction of dependencies as a design activity, integrating human creation and mathematical discovery to form a human-centered approach to mathematics.This book chronicles an iterative effort to adapt technology, theory, pedagogy and practice to support this vision of collaborative dynamic geometry and to evolve the approach through on-going cycles of trial with students and refinement of resources. It thereby provides a case study of a design-based research effort in computer-supported collaborative learning from a human-centered informatics perspective. Bookseller Inventory # LIE9781627051354

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Book Description Morgan & Claypool. Paperback. Book Condition: New. Paperback. 244 pages. Dimensions: 9.2in. x 7.5in. x 0.6in.Translating Euclid reports on an effort to transform geometry for students from a stylus-and-clay-tablet corpus of historical theorems to a stimulating computer-supported collaborative-learning inquiry experience. The origin of geometry was a turning point in the pre-history of informatics, literacy, and rational thought. Yet, this triumph of human intellect became ossified through historic layers of systematization, beginning with Euclids organization of the Elements of geometry. Often taught by memorization of procedures, theorems, and proofs, geometry in schooling rarely conveys its underlying intellectual excitement. The recent development of dynamic-geometry software offers an opportunity to translate the study of geometry into a contemporary vernacular. However, this involves transformations along multiple dimensions of the conceptual and practical context of learning. Translating Euclid steps through the multiple challenges involved in redesigning geometry education to take advantage of computer support. Networked computers portend an interactive approach to exploring dynamic geometry as well as broadened prospects for collaboration. The proposed conception of geometry emphasizes the central role of the construction of dependencies as a design activity, integrating human creation and mathematical discovery to form a human-centered approach to mathematics. This book chronicles an iterative effort to adapt technology, theory, pedagogy and practice to support this vision of collaborative dynamic geometry and to evolve the approach through on-going cycles of trial with students and refinement of resources. It thereby provides a case study of a design-based research effort in computer-supported collaborative learning from a human-centered informatics perspective. Table of Contents: Acknowledgments Background Vision: The Cognitive Potential of Collaborative Dynamic Geometry History: The Origin of Geometry Philosophy: The Obfuscation of Geometry Mathematics: Demythologizing Geometry Technology: Deconstructing Geometry Collaboration: Group Geometry Research: Analyzing Geometry Theory: Resources for Geometry Pedagogy: Designing Geometry Practice: Doing Geometry Design-Based Research: Human-Centered Geometry Author Indes Bibliography Authors Biography This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Paperback. Bookseller Inventory # 9781627051354

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