Design, collaboration, and computation: The design studio as a model for computer-supported collaboration in mathematics

Shaffer, D. W. (2002). Design, collaboration, and computation: The design studio as a model for computer-supported collaboration in mathematics. In T. Koschmann, R. Hall & N. Miyake (Eds.), Computer support for collaborative learning 2 (pp. 197-222). Mahwah, NJ: Lawrence Erlbaum Associates.
http://epistemicgames.org/cv/papers/cscl2002-1.pdf

Since the writings of Francis Parker and John Dewey (Dewey, 1915; Parker, 1994/1969), educators have been excited by the possibilities of learning through design activities. The introduction of computational media to education has made this idea only more appealing, as educators see how computers make it possible to explore more areas of human understanding in an open-ended, design-based environment (Kafai & Harel, 1991; Noss & Hoyles, 1996; Papert, 1980, 1993; Resnick & Ocko, 1991; Wilensky, 1995). One important issue in the open-ended approach of learning-by-design is the need to provide students with skills to regulate their learning activities effectively (see Dewey, 1938).

The studies discussed here have been presented elsewhere (see Cossentino & Shaffer, 1997; Shaffer, 1996, 1998, in press). These earlier discussions have looked at the “success” of linking mathematics and design, and at the role that new media play in creating such a link. Here the focus is on the pedagogy of the design studio, and in particular on the connections between autonomy and collaboration in design learning. The question is whether the systems of the deign studio and the power of new media can help mathematics students take control of their mathematical development and successfully mobilize the social resources they need to understand deep mathematical ideas.