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<div class="gmail_quote">On Wed, Jul 1, 2009 at 1:11 PM, David Farning <span dir="ltr"><<a href="mailto:dfarning@sugarlabs.org">dfarning@sugarlabs.org</a>></span> wrote:<br><blockquote class="gmail_quote" style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">
Thanks for tying in these projects. Could you share more about how<br>
Sugar activity developers and content creators can leverage your work<br>
to solve the problems you discuss earlier in the thread.<br>
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david</font></blockquote><div><br>David,<br><br>As I said, I am a beginner at Sugar, so what I say now may need (a lot of?) adjustment. <br></div><blockquote class="gmail_quote" style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">
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> - "My young apprentice" is a framework for kids forging connections with<br>
> professionals during micro-apprenticeships, while creating shareable media<br>
> on a social platform.</div></div></blockquote><div><br>Step 1 here is for families or kids with mentors to meet with local professionals for Q&A, micro-apprenticeships, or "shadowing" at work and then create stories about experiences. The result will be a portfolio of local community professionals accessible for families with kids. Step 2 is to use stories and experiences to make bridges from situated mathematics and science to more abstract (even subject- and class-centered) versions. In my dream, kids do something akin to what Hoyles and Noss did with nurses: observe community practices (and participate as possible) and find and share situated learning. The Record activity and possibly Journals should work here.<br>
</div><blockquote class="gmail_quote" style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;"><div><div class="h5"><br>
> - "Math 2.0" is a topic I am investigating at the moment, which includes<br>
> looking at larger society trends surrounding math-rich media. What math<br>
> content is naturally created and shared by kids with kids? It used to be<br>
> sci-fi, but not as much anymore. Some multi-player games are promising.</div></div></blockquote><div><br>I am investigating opportunities here. Any piece of shared code can potentially become a math-rich social object. Other examples include graphs from <a href="http://graphjam.com/">http://graphjam.com/</a> or particularly fun games of Green Blobs <a href="http://www.greenglobs.net/gg_description.html">http://www.greenglobs.net/gg_description.html</a> or stories of how your group celebrated March 14. <br>
</div><blockquote class="gmail_quote" style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;"><div><div class="h5"><br>
> - Just today I had a conversation with a parent of a 3yo about larger<br>
> meaning of some of our Early Algebra activities. Understanding immediate<br>
> importance (rather than 12 years down the road, as Subbu said) of deep<br>
> thinking is a crucial piece of activity adoption by parents and teachers. If<br>
> this understanding is "packaged" with activities, they have much higher<br>
> chances of surviving beyond the lab where they are developed.</div></div></blockquote><div><br>I hope to develop some of our Early Algebra activities with Sugar. They should include discussions of what they are for, generally speaking (utility, beauty, fun).<br>
<br>Thanks,<br>MariaD<br></div></div><br>