By Pierluigi Crescenzi, Viggo Kann.
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Extra resources for A Compendium of NP Optimization Problems
Throughout the curriculum, visual models are developed as a means of providing students with more direct access to underlying meanings than would be available through an approach based solely on algorithms (Bennett & Foreman, 1991). Students are encouraged to use visual models as representational tools as they engage in mathematical reasoning and communication. Most of the activities are open ended, requiring that 3Visual Mathematics is co-authored by Linda Foreman. It is being developed under the auspices of the Math Learning Center (Salem, Oregon) with support from the National Science Foundation.
This chapter examines the utility of using some aspects of sociocultural theory, specifically the notion of communities of practice proposed by Lave and Wenger (1991), as a theoretical framework that may help describe how teacher learning occurs in collaborative, school-based communities. In particular, Lave and Wenger's notion of legitimate peripheral participation offers a perspective on learning that takes as its core premise that learning occurs as people engage in the activities of a community.
I make my own decisions from it .... If I didn't have that, I would be, I think, completely in the dark about how it's going. Lave and Wenger portrayed learning in a community of practice as engagement in "a common, structured pattern of learning experiences without being taught, examined or reduced to mechanical copiers of everyday ... tasks" (p. 30). 1, a common pattern of engagementgradually moving newcomers to more difficult and fuller forms of participation-can be discerned. Moreover, the previous quotations suggest nothing of being taught, examined, or reduced to mechanical copiers.
A Compendium of NP Optimization Problems by Pierluigi Crescenzi, Viggo Kann.