This article traces the historical evolution of digital microword in mathematics education from a theoretical perspective. Microworlds are generally classified as a form of learning environment (half-baked educational technology) linked to pedagogical methods that were based on Papert's conception of sense-making, Vygotsky's notion of zone of proximal development, and Piaget's individualistic approach to learning. More recently, microworlds are defined as educational computational environments embedded in technological tools and devices geared towards non-technical people to explore, construct, manipulate, and interact with programmable objects in order for learners to make sense of mathematical learning. Half-baked microworlds can be thought of as a communal design space where participants can redesign, reform, and restructure various aspects of the initial design to suit different scenarios. But, of course, despite improvements in every aspect of technological tools and devices over the years, the authors raise a critically important issue as to whether how relevant technological tools and devices are to learning mathematics today. The authors seem to acknowledge that "the practices in the world’s mathematics classrooms have changed rather less."
Their grim observations regarding the use of classroom technologies is rather discouraging. I am not sure if I would fully agree with their assessments targeting universal practices in mathematics classrooms. After all, how is it even possible to come to this conclusion based on their two half-baked examples from Brazil and Greece. I guess this is the drawback of conducting qualitative research. That is, it would be meaningless to extend local understandings to global understandings.
Their grim observations regarding the use of classroom technologies is rather discouraging. I am not sure if I would fully agree with their assessments targeting universal practices in mathematics classrooms. After all, how is it even possible to come to this conclusion based on their two half-baked examples from Brazil and Greece. I guess this is the drawback of conducting qualitative research. That is, it would be meaningless to extend local understandings to global understandings.
The role of technology in math education is certainly valuable and changes both teachers' and students' attitudes from the right/wrong view to a constructive approach probably underpinned by Piaget's and Vygotsky's theories. I believe that Papert's conception of the microworlds emphasizes the essential idea of relating math to children's everyday lives so that they will not feel dissociated from what they learn in the classroom. Children's development of learning need not be constrained by the confines of the prescribed math curriculum. It seems to me that the half-baked microworlds take the computer technology to even a higher level where it may mesh with math learning experiences of different cultures. It may be true that technology is not fully utilized in the classroom even though it has the potential of providing a fear-free learning environment to develop children's own knowledge with little guidance from the teacher. I think a lack of school administrators' support, resources, and funding for professional development could be the reasons behind the limited use of technology in math education.
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