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Enacting a Chaos Theory Curriculum Through Computer Interactions
Article

, Memorial University of Newfoundland, Canada

JCMST Volume 16, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This paper begins by examining human-computer interaction from two views of cognition, from the representationist view and the enactivist perspective. A chaos-theory context is then discussed from an enactivist stance. In this context, high school students explore and manipulate nonlinear dynamic computer programs. These programs generate (a) visual representations in the form of "cobwebs" of iterates of functions and other graphical representations and (b) numerical iterates of functions and graphs of these iterates through a spreadsheet application program. The chaos-theory curriculum is dynamically generated with students, and an example of one student's activities and mathematical experiences is examined offering the potential for increased understanding of how mathematical ideas develop in an interactive computer environment. The chaos-theory context is discussed through the enactive view. Implications of the enactive stance for education and research are then articulated.

Citation

Iseke-Barnes, J.M. (1997). Enacting a Chaos Theory Curriculum Through Computer Interactions. Journal of Computers in Mathematics and Science Teaching, 16(1), 61-89. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved January 29, 2023 from .

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