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Computer Environments for Children: A Reflection on Theories by Cynthia Solomon

By Cynthia Solomon

During this publication, Cynthia Solomon takes a welcome examine the chances and problems with studying with and approximately desktops in colleges or in the other studying surroundings.

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The purpose of the exercise is to define fractions (one-half, one-third, one-fourth, and one-fifth) of a set of objects. There are four problems: The student shares a box of jumping beans fairly with two to five children on the screen. Designed by Sharon Dugdale and David Kibbey (Dugdale and Kibbey 1975a). © March 1975, Board of Trustees, University of Illinois. Reprinted with permission. Copyrighted Material Davis No fairl There are jumping beans left over I Try I again! •• beans jump � b Copyrighted Material beans jump -----;.

3 An example of Speedway (Facts Drill). The purpose of the exercise is to gain speed and accuracy in solving basic addition, subtraction, multiplication, and division problems. Bonnie A. Seiler, principal author (Seiler and Weaver 1976). © 1976, Board of Trustees, Univers ���ith permission. r Time for Slowpoke's cal-: car: 60k l�ONI I �econds. 27 Time 41 seconds. 0 6)36 1 6 x 40k This 2 20k 2 6)1 8 lon�er to answer. 6 601<. Thi� graph shows HOW MANY PROBLEMS YOU HAD CORRECT for' each race. A ....

Nonetheless, Suppes's reductionist approach to elementary mathematics reopens the debate as to what minimal skills children must acquire and what other mathematical ac­ tivities should take place in the classroom outside of the CAl environment. Is this CAl env i ronment conveying a sense of real mathematics through its drill-and-practice exercises? Suppes often suggests that his materials are meant to supplement regular classroom activities. But what if there are no other activities? Will these activities provide children with the real basic skills that will en ab le them to become mathematically minded, to be good problem solvers in everyday life?

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