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020 _a9783031022005
_9978-3-031-02200-5
024 7 _a10.1007/978-3-031-02200-5
_2doi
050 4 _aQA76.9.U83
050 4 _aQA76.9.H85
072 7 _aUYZ
_2bicssc
072 7 _aCOM079010
_2bisacsh
072 7 _aUYZ
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082 0 4 _a005.437
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082 0 4 _a004.019
_223
100 1 _aStahl, Gerry.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_980761
245 1 0 _aTranslating Euclid
_h[electronic resource] :
_bDesigning a Human-Centered Mathematics /
_cby Gerry Stahl.
250 _a1st ed. 2013.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2013.
300 _aXXII, 221 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSynthesis Lectures on Human-Centered Informatics,
_x1946-7699
505 0 _aAcknowledgments -- 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.
520 _aTranslating 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.
650 0 _aUser interfaces (Computer systems).
_911681
650 0 _aHuman-computer interaction.
_96196
650 1 4 _aUser Interfaces and Human Computer Interaction.
_931632
710 2 _aSpringerLink (Online service)
_980762
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031010729
776 0 8 _iPrinted edition:
_z9783031033285
830 0 _aSynthesis Lectures on Human-Centered Informatics,
_x1946-7699
_980763
856 4 0 _uhttps://doi.org/10.1007/978-3-031-02200-5
912 _aZDB-2-SXSC
942 _cEBK
999 _c85033
_d85033