When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. įinkelstein, N.D., Perkins, K.K., Adams, W., Kohl, P., & Podolefsky, N. In Mathematics & Mathematics Education: Searching for Common Ground (pp. Fifty years of thinking about visualization and visualizing in mathematics education: A historical overview. – Students return to initial statement and refine as needed with a focus on expanding and using new knowledge of why one number is larger.Ĭlements, M. – Students use models to determine which decimal in indeed larger. – Students create Color Fractions Model for two represented decimals – Students access Color Fractions Model on NetLogo site and start by using it to represent known decimals, such as 0.1 and 0.5 to build familiarity with program. – Students working in partners compare what they know and complete the following statement that “I believe _ will allow us more recess because (provide reasoning – using words, pictures. – students working on own write down the two numbers and what they know so far. Their goal is to determine which will give them more recess time. – students are presented with two decimal numbers on the board, they can choose how much additional recess time they will receive. Goal: Students will be able to compare and order decimals from largest to smallest. It is encouraging to hope that the same would apply in this scenario allowing for deeper and greater understanding of decimals. (2005) looked at the effects of learning in a science classroom with students learning circuits and found that overall the long term understanding was greater for those students who used computer generated simulations versus those that used real circuits. When you change that to 0.101 and 0.0101 you often find they say they are the same, there is 101 in each and struggle to imagine/conceptualize what 1/10 th and 1/100 th of something looks like. For example 100 is bigger than 50 they can draw 100 things and then 50 and show that their thinking is correct. Often as we begin the exploration of decimals students apply the knowledge of numbers help previously. ” In this week’s readings I explored NetLogo and how it could be used to help students build understanding around decimals. First I found it helpful how Clements (2014) uses Zimmermann and Cunningham (1991) definition of visualization in Math as “to describe the process of producing or using geometrical or graphical representations of mathematical concepts, principles or problems, whether hand drawn or computer generated. It uses the tie command to have one turtle turn around another and add the patches that it traverses to our result set.The purpose of Information visualization tools or Info-Vis is to create TELE’s where students can explore more abstract concepts to help build conceptual understanding. Some part of the circles are thicker than other:īut maybe it's good enough for your purpose, or you could tweak the tolerance a bit.įinally, here is a wacky way of achieving a similar result: to-report circle-at ![]() This is better, but still not quite right. Maybe you could just give it a little bit of tolerance, then? foreach [ ![]() The problem is that it looks for patch at the exact distance specified. This is trickier than it looks! You'd think you'd be able to just use distance: foreach [Īsk n-of 3 patches with [īut here is the result if we drop the n-of 3 to get all the patches at each distance to turn yellow:
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