Search results for author:"Jim Kaput"
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Journal of Research in Childhood Education Vol. 8, No. 2 (1994) pp. 142–49
Comments on the Fraction Project presented in this same issue. Examines the choice of appropriate perspectives on the phenomena induced and observed and the generalizability of the results. Investigates the phenomena as involving student attunement...
International Group for the Psychology of Mathematics Education 3 (July 2005) pp. 47–54
We report the findings of an empirical analysis of the performance of a group of middle and high school students before and after an after-school algebra enrichment program using the SimCalc software incorporating classroom networks. The results...
International Group for the Psychology of Mathematics Education 4 (July 2005) pp. 71–78
Handheld devices, most familiar to educators today in the form of graphing calculators, are rapidly improving their interface, computational, and communication capabilities. Communication capabilities allow participants to rapidly share mathematical ...
International Conference on Mathematics / Science Education and Technology 1999 (1999) pp. 155–160
Prior research and development demonstrates that dynamic notations and multiply-linked representations can enable ordinary students to achieve extraordinary learning of scientific and mathematical concepts (Kaput, 1992). However, prior techniques ...
Journal of the Learning Sciences Vol. 17, No. 2 (April 2008) pp. 248–286
We report on the initial attempts at evaluating "at scale" a particular technological/curricular innovation that enables more students to develop deeper knowledge. The methods, issues, and findings of the current pilot experiment speak not only to...