Designing for cognitive communication: epistemic fidelity or mediating collaborative inquiry?
Computers, communication and mental models
Participatory simulations: using computational objects to learn about dynamic systems
CHI 98 Cconference Summary on Human Factors in Computing Systems
Learning probability through the use of a collaborative, inquiry-based simulation environment
Journal of Interactive Learning Research
Embedded phenomena: supporting science learning with classroom-sized distributed simulations
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Weak guidance with "Look" functionality in handheld-based classroom activities
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Playground games: a design strategy for supporting and understanding coordinated activity
Proceedings of the 7th ACM conference on Designing interactive systems
Human-Computer Interaction
From Response Systems to Distributed Systems for Enhanced Collaborative Learning
Proceedings of the 2005 conference on Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation
Visualizing handheld-based classroom activity
CTS'05 Proceedings of the 2005 international conference on Collaborative technologies and systems
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
An Investigation Into Mobile Learning for High School Mathematics
International Journal of Mobile and Blended Learning
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Handheld computers are poised to build upon the success of graphing calculators in mathematics classrooms, as they share important characteristics such as small size and low cost, while increasing representational richness. However, few studies provide evidence that these devices can help students learn complex mathematics. In this paper we provide such evidence. We show that the communication capabilities and representational infrastructure of handheld computers can support a variety of effective learning activities, ranging from activities that are collaborative to activities that are practice-oriented. Furthermore, we show that eighth grade students who participated in a month-long curriculum using our handheld technologies outperformed high school students on AP Calculus Exam items.