12. Ok, but what has this got to do with learning mathematics?
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16. Example: genetic I predict that when I add up the totals they will start at 0.5 and increase by smaller and smaller amounts without getting to 1. I think this because the first number in my sequence is 0.5. This takes me half way to 1. To get to 1 I would need to add this again but I only add half of this, 0.25. This means that each time I only add half of what is necessary to get to 1 so I will never get there. I think the line of the graph will look like the graph above upside down or the one underneath but not so wobbly!
19. Design patterns [describe] a problem which occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice (Alexander et al., 1977) C o n t e x t Problem Solution
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22. What do you see? After a case story is presented, ask the audience to identify the primary points from their perspective. What is the key message you take from this story?
23. Make it a pattern When, Where, Who Collision of forces Cookbook: ingredients, procedure, expected outcomes C o n t e x t Problem Solution
26. Example design pattern: objects to talk with Learning activities involve the use or construction of artefacts. When providing tools for learners to discuss their experience ... allow them to include these artefacts in the scope of their discussion. [...] Whatever the nature of the objects, the medium should support a visual (graphical, symbolic, animated or simulated) 1:1 representation of these objects.
![Agenda ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)