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A language of patterns for mathematical learning Yishay Mor, London Knowledge Lab [email_address] 10 April, 2008, Department of Education in Technology and Science, Technion, Haifa
Problem Keep the rain out Context Cold, wet, poor. Method of solution Thatched roof Related Timber frame,  Slanted roof, Chimney
Design pattern: problem + context + method of solution
Construction, communication, collaboration => mathematical learning
The Problem ,[object Object],[object Object],[object Object],[object Object]
WebLabs ( http://www.weblabs.eu.com )‏ ,[object Object],[object Object],creating new ways of  representing  and expressing  mathematical and scientific knowledge  in European communities of young learners ( 10 – 14 ).  Our aim was to transform the  web  into a  medium  in which European students  collaboratively construct and critique  each others' evolving knowledge and  working models .
Learning patterns ,[object Object],[object Object],[object Object]
Today's talk ,[object Object],[object Object],[object Object],[object Object],[object Object]
design … ,[object Object]
…  based research ,[object Object],[object Object],[object Object],[object Object],[object Object]
Design patterns [describe] a problem which occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice (Alexander et al., 1977)‏
example: activity nodes Design problem Community facilities scattered individually through the city do nothing for the life of the city. Design solution Create nodes of activity throughout the community, spread about 300 yards apart.  http://www.uni-weimar.de/architektur/InfAR/lehre/Entwurf/Patterns/030/ca_030.html
 
pattern structure ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The theory (ies)‏
The patterns
Mathematical game pieces ,[object Object],Problem / Intent Context ,[object Object]
Mathematical game pieces (II)‏ ,[object Object],[object Object],[object Object]
Mathematical game pieces: examples
Soft scaffolding ,[object Object],Problem / Intent Context Interactive learning interface
Soft scaffolding (II)‏ ,[object Object],[object Object],[object Object]
Soft scaffolding: examples
Narrative spaces ,[object Object],Problem / Intent Context Digital environments for collaborative learning.
Narrative spaces (II)‏ ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Narrative spaces: examples
Narrative spaces: examples
Objects to talk with ,[object Object],Problem / Intent interfaces which allow learners to converse about a common activity.  Context
Objects to talk with (II)‏ ,[object Object],[object Object]
Objects to talk with: Example ,[object Object],I made the fatal mistake of thinking it started at zero. I also said it wouldn’t go over 100, which was very wrong.
Streams
EP-Streams ,[object Object],Construction activities / Microworlds where learners use programming to explore complex, dynamic or infinite structures. Problem / Intent Context
Streams in ToonTalk Add-a-number Add-up Nest a 1 , a 2 , a 3  …  1 1 a i ,   1 2 a i ,    1 3 a i  …
Guess my X ,[object Object],[object Object],Problem / Intent
A  Challenge exchange  of  Build this  puzzles, using a  League chart  to orchestrate social interaction.
GmX: Example
The patterns
http://patternlanguagenetwork.org
stickmen: a visual language for design patterns? 1 2 3 4 5 6

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A Langauge of Patterns for Mathematical Learning