Hi! I’m no longer updating these project pages, for the latest please visit the Expressive Technologies website.
As the world demands increasingly innovative ways of thinking, it is important for us to consider learning as a complex interaction between a given learner’s existing knowledge, new knowledge and experiences, and the rules and conventions of a given discipline. In a series of interviews with expert mathematicians, I explored how experts connected their informal and formal knowledge to make sense of an unfamiliar mathematical proof.
From this data I developed the Resources and Acts for Constructing and Understanding Mathematics (RACUM). I found that experts deconstructed and reconstructed the mathematical objects presented throughout the proof, in an effort to test and establish relationships between their symbolic, empirical, and intuitive understandings. I plan to extend this work to look at learning across varying levels of expertise, and across fields.
See more about my work with expert mathematicians:
Wilkerson-Jerde, M. & Wilensky, U. (2011). How do mathematicians learn math?: Resources and acts for constructing and understanding mathematics. To appear in Educational Studies in Mathematics, 78(1), 21-43 [Link]