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New-Media Literacies the tasks as framed and the contexts in which the students worked, including some of the pump-priming we did. I also describe outcomes, including variation and limitations we have discovered. These examples make a prima facie case that students re-invention of fundamental mathematics and science is possible, and show some of the how and why. The main new-media point of these examples is partial validation of intellectual powers granted by the use of new media in these exceptional accomplishments. Exceptional is quoted because our attitude is that these accomplishments are surprising mainly in that they are much more difficult if they are possible at all without new-media support. We take them to be examples of what can become everyday accomplishments in the future. Consistent both with our general statement of goals and with each of the relevant principles, we are concerned with powers and advantages conveyed by representations when they are partners in thinking by individuals and groups, not with respect to any residue in changed thought in the absence of the representations (contra Phase I modal claims). Finally, while some social features of representational use are highlighted, these remain at the classroom level. Essential large-scale issues concerning new literacies are simply not addressed, owing to the nature of the empirical work described here.

DNA le to, such as shown in Figure 5-49.

File Transfer Manager A takes the initiative in the connection and therefore, for the transfer session that is being established, becomes the requester. For this session, File Transfer Manager B, which accepts the connection from Manager A, becomes the server.

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Task Students are given the task of creating paper-and-pencil depictions that are as simple as possible to show various concrete motions. The initial motion-to-be-depicted was called the desert motion : a car drives through a desert, but the driver stops to get a drink from a cactus, and then he slowly speeds up and drives away. Students engage in iterative design, where individuals or small groups propose or refine representations, alternating with full-class critique sessions. The teacher prompts consolidation of representations, group-consensus criteria, and proposes new motion problems with greater difficulties, such as reversed motion. Students in our first edition produced a plethora of representations, gradually moving toward more abstract and scientific representations. In the end, their favorite representation was in essence Cartesian graphing. Students were exceptionally motivated and engaged. 225

DNA le to, such as seen in Figure 5-50.

Andrea A diSessa Replications We have done about a half dozen replications All showed substantial competence to design and critique representations, and substantial further development of that competence in students from sixth grade into high school Each replication revealed new kinds of representations A related series of studies asked students to design representations of landscapes, which, while not as rich, generally converged on approximations of topographical maps (Azevedo, 2000) The first example of students re-invention, which we call inventing graphing, is exceptional in that it relates in a very different way to new literacies compared to the examples that follow In essence, we discovered that students have remarkable meta-representational competences (MRC) That is, they know much more about representations in general than most would expect.

Manager A first requests sending a file to Manager B It switches then to the position of requester-sender, with Manager B finding itself in the position of serverreceiver At the end of the file transfer, Manager B sends an acknowledgment to Manager A to signal the correct reception of the file Then, Manager A calls on Manager B to receive a file It then switches to the position of requester-receiver, while Manager B finds itself in the position of server-sender At the end of the file transfer, Manager A sends an acknowledgment to Manager B to signal the correct reception of the file Manager A then ends the session and disconnects.

In particular, (a) they know how to generate a wide range of new representations; (b) they can effectively critique particular representations as adequate, or not, for particular uses Although not highlighted here, (c) students also are surprisingly articulate about representation (much intuitive knowledge is more tacit and implicit); (d) they know a significant amount about how representations work; and (e) they can quickly learn some classes of representations with little instruction These five aspects of representation form the core of our definition of MRC The first edition of inventing graphing (diSessa, Hammer, Sherin, & Kolpakowski, 1991) took place in a sixth-grade class over four-and-a-half 45-minute periods (roughly a week of math class ) What attracted us to do analysis of this sequence of classes was the exceptionally high level of engagement shown by the students But what emerged from analysis was an impressive competence to design and critique representations.

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