SimCalc: Democratizing Access to Advanced Mathematics

Main Article Content

Deborah Tatar
Jeremy Roschelle
Stephen Hegedus

Abstract

Historically, what people can learn is co-determined by the representational infrastructure for knowledge building. When Latin was the required medium of knowledge building, few could engage in scholarly activities; without the change to the vernacular, nearly universal access to higher education would not be possible. The highly compact, abstract, and opaque symbolism of mathematics presents similar barriers to the necessary democratization of access to important mathematics. 

Over the course of a program of research lasting more than 20 years and involving contributors from institutions throughout the United States and worldwide (Hegedus & Roschelle, 2013), the representationally innovative design of SimCalc Mathworlds® has provided affordances for novel and effective approaches to teaching important algebraic and calculus-related ideas. When integrated with appropriate curricular workbooks, teacher professional development, and other instructional factors, dynamic representation has enabled diverse populations to learn more advanced mathematics. Research has included both design research as well as large-scale experiments involving hundreds of teachers and thousands of students; overall, the approach also has an unusually strong base of empirical support. We focus on lasting, essential design contributions of this body of work with a special emphasis on the dialectic relationship between affordances of technology and curricular progressions.

Article Details

How to Cite
Tatar, D., Roschelle, J., & Hegedus, S. (2014). SimCalc: Democratizing Access to Advanced Mathematics. International Journal of Designs for Learning, 5(2). https://doi.org/10.14434/ijdl.v5i2.12975
Section
Historic Design Cases
Author Biographies

Deborah Tatar, Virginia Tech

Associate Professor of Computer Science and, by courtesy, Psychology. Member, Program for Women and Gender Studies.

Jeremy Roschelle, SRI International

Co-Director, Center for Technology in Learning

Stephen Hegedus, Southern Connecticut State University

Dean, School of Education