Creating Microworlds for Exploring Mathematical Understandings in the Early Years of School

Abstract

This article will describe the strategies and interactions of pairs of Year 2 children (average age 7 years 4 months) while they worked on novel tasks in a computer microworld embedded in a mathematics curriculum. The curriculum encouraged the active exploration of ideas in both on and off computer tasks, which complemented each other. Observations of the children supported the notion that the active construction of knowledge in a computer supported collaborative learning context, enabled the children to engage with powerful ideas and use metastrategic strategies. Further their spontaneous comments and persistence with tasks indicated a high level of interest and enthusiasm for these tasks in preference to those that traditionally characterize mathematical activity.

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