with computer-controlled devices such as motors ( Resnick & Ocko , 1990 ). With two to four students per group , children in grades 3-5 tackle design problems such as creating a LEGO walking machine . In addition to physical tasks ( building robots ) and mental tasks ( programming actions ), the students keep “ Inventors Notebooks .”
Early qualitative studies of children engaging in the LEGO / Logo projects yielded positive results ( Lai , 1993 ). Resnick and Ocko ( 1990 ) summarize the results :
Our work has shown that Constructionist design activities offer rich learning opportunities . Far from obscuring mathematical and scientific concepts , design projects can actually give mathematical and scientific concepts a new relevance in the minds of children . Moreover , such projects can provide students with a new appreciation of how real mathematicians and scientists ( not to mention architects and engineers and writers ) go about their work . ( pp . 127-128 )
An extension of the LEGO / Logo work has led to the development of a “ programmable brick ” and other objects that students can use in constructionist design projects ( Resnick , 1997 ). Research continues at the M . I . T . Media Lab and local schools in the Boston area to test these and other microworlds ( Kafai & Resnick , 1996 ).
Jasper Woodbury
The Cognition and Technology Group at Vanderbilt University is well known for the development of a rich set of classroom-based learning environments that address a wide range of curriculum goals including mathematics and problemsolving ( Cognition and Technology Group at Vanderbilt , 1992 ). The most heavily researched versions of these programs are known as the Jasper Woodbury Problem-Solving Series . Available in both linear video and interactive videodisc formats , these programs are based around interesting vignettes that present middle school-age students with challenging problems to solve . For example , in one episode , a hiker finds a wounded eagle in a remote mountain site that can only be reached by personal aircraft . The students must figure out the best route to fly while dealing with variables such as wind conditions and fuel capacity . Students work in small teams to solve these problems . There are multiple possible solutions , and conditions such as wind speed can be changed to create analog and extension problems .
A year-long research project was conducted with Jasper in 16 schools in 9 states ( Cognition and Technology Group at Vanderbilt , 1991 ). Comparing students in Jasper classes with those in traditional math classes , the researchers investigated effects in terms of mathematical problem-solving and reasoning skills , specific mathematical knowledge and skills , standardized achievement test scores , and attitudes toward mathematics . The study used both quantitative and qualitative methods .
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