Abstract
In this paper we discuss and demonstrate the nature of computational learning environments which support and encourage learners’ constructions in a way which is compatible with constructivist learning theory. We highlight the process of learning by successive refinement as a way for the human mind to cope with complexity, and the essential role the computer can play in this process. Three examples of constructivist environments (ISETL, Dynamic Geometry and Logo), are used to describe the dynamics of how the computer can facilitate the process of successive refinement, as well as to delineate issues of classroom culture, assessment and time.
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© 1998 Springer Science+Business Media Dordrecht
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Leron, U., Hazzan, O. (1998). Computers and applied constructivism. In: Tinsley, D., Johnson, D.C. (eds) Information and Communications Technologies in School Mathematics. IFIP — The International Federation for Information Processing. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35287-9_23
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DOI: https://doi.org/10.1007/978-0-387-35287-9_23
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4757-5473-5
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