[SIGCIS-Members] history, technology and education of theoretical math/cs concepts

[Bo An]

Hi Paul,

I second Morgan Ames's book and articles. For pre-GUI, here are some
historical and cultural studies about figures like Andrey Ershov (second
literacy) and Seymour Papert (LOGO) that might be helpful:

Afinogenov, Gregory. “Andrei Ershov and the Soviet Information Age.” *Kritika:
Explorations in Russian and Eurasian History* 14 (June 1, 2013): 561–84.
https://doi.org/10.1353/kri.2013.0046.

Agalianos, Angelos S. “A Cultural Studies Analysis of Logo in Education.,”
1997. http://discovery.ucl.ac.uk/10018887/7/Agalianos%2C%20Angelos%20S.pdf.

Lachney, Michael, and Ellen K. Foster. “Historicizing Making and Doing:
Seymour Papert, Sherry Turkle, and Epistemological Foundations of the Maker
Movement.” *History and Technology* 36, no. 1 (January 2, 2020): 54–82.
https://doi.org/10.1080/07341512.2020.1759302.

Margarita Boenig-Liptsin. “Making Citizens of the Information Age: A
Comparative Study of the First Computer Literacy Programs for Children in
the United States, France, and the Soviet Union, 1970-1990.” Accessed
August 14, 2020.
https://dash.harvard.edu/bitstream/handle/1/23845438/BOENIG-LIPTSIN-DISSERTATION-2015.pdf?sequence=8
.

Tatarchenko, Ksenia. “Thinking AlgorithmicallyFrom Cold War Computer
Science to the Socialist Information Culture.” *Historical Studies in the
Natural Sciences* 49, no. 2 (April 1, 2019): 194–225.
https://doi.org/10.1525/hsns.2019.49.2.194.

Best,
Bo An


On Thu, Oct 8, 2020 at 9:08 PM Fred Turner <fturner at stanford.edu> wrote:

> Hi Paul,
>
> One starting place might be Morgan Ames’ book The Charisma Machine: The
> Life, Death, and Legacy of One Laptop Per Child. Lots in there about how
> folks learn to compute post-GUIs.
>
> Best,
> Fred Turner
>
> On Oct 8, 2020, at 11:56 AM, Paul Fishwick <metaphorz at gmail.com> wrote:
>
> There is a topic that has interested me, but I have been unable to make
> much headway in
> past years since I am not sure where to look.
>
> Consider that Kathy, an 8th grade student, knows more about how to use a
> computer than
> her parents, who may know more than her grandparents. When learning to use
> digital
> technology artifacts such as “menu”, education is imparted on Kathy. She
> learns something
> about tree structures, and possibly finite state machines (FSMs). This is
> done invisibly because
> she did not have to learn discrete mathematics and automata theory to use
> the computer.
>
> One hypothesis that all technology is this way. We use technology and
> technology
> uses us (by invisibly transferring new mental models). The introduction of
> the mechanical clock changed how we conceptualize time. Fast forwarding to
> digital
> technology, Kathy must have conceptualized trees and FSMs as mental models
> even
> though this theory was not made explicit.
>
> My searches have taken me to psychology (where the dominant discourse is
> about
> dysfunction where technology is concerned), history of technology as well
> as the history
> of science. This relates to math and computer science education
> too—teaching FSMs to
> people through implicit means. Learning something without knowing that
> your learning
> it.
>
> If anyone on this list has a good place for me to dive, let me know.
>
> -paul
>
> Paul Fishwick, PhD
> Distinguished University Chair of Arts, Technology, and Emerging
> Communication
> Professor of Computer Science
> Director, Creative Automata Laboratory
> The University of Texas at Dallas
> Arts & Technology
> 800 West Campbell Road, AT10
> Richardson, TX 75080-3021
> Home: utdallas.edu/atec/fishwick
> Media: medium.com/@metaphorz
> Modeling: digest.sigsim.org
> Twitter: @PaulFishwick
> ONLINE: Webex,Collaborate, TEAMS, Zoom, Skype, Hangout
>
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