On Wed, Jul 1, 2009 at 1:11 PM, David Farning <[email protected]>wrote:
> Thanks for tying in these projects. Could you share more about how > Sugar activity developers and content creators can leverage your work > to solve the problems you discuss earlier in the thread. > > david David, As I said, I am a beginner at Sugar, so what I say now may need (a lot of?) adjustment. > > > > - "My young apprentice" is a framework for kids forging connections with > > professionals during micro-apprenticeships, while creating shareable > media > > on a social platform. > Step 1 here is for families or kids with mentors to meet with local professionals for Q&A, micro-apprenticeships, or "shadowing" at work and then create stories about experiences. The result will be a portfolio of local community professionals accessible for families with kids. Step 2 is to use stories and experiences to make bridges from situated mathematics and science to more abstract (even subject- and class-centered) versions. In my dream, kids do something akin to what Hoyles and Noss did with nurses: observe community practices (and participate as possible) and find and share situated learning. The Record activity and possibly Journals should work here. > > > - "Math 2.0" is a topic I am investigating at the moment, which includes > > looking at larger society trends surrounding math-rich media. What math > > content is naturally created and shared by kids with kids? It used to be > > sci-fi, but not as much anymore. Some multi-player games are promising. > I am investigating opportunities here. Any piece of shared code can potentially become a math-rich social object. Other examples include graphs from http://graphjam.com/ or particularly fun games of Green Blobs http://www.greenglobs.net/gg_description.html or stories of how your group celebrated March 14. > > > - Just today I had a conversation with a parent of a 3yo about larger > > meaning of some of our Early Algebra activities. Understanding immediate > > importance (rather than 12 years down the road, as Subbu said) of deep > > thinking is a crucial piece of activity adoption by parents and teachers. > If > > this understanding is "packaged" with activities, they have much higher > > chances of surviving beyond the lab where they are developed. > I hope to develop some of our Early Algebra activities with Sugar. They should include discussions of what they are for, generally speaking (utility, beauty, fun). Thanks, MariaD
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