The primary aim of this project was to determine the viability of component-based technologies in constructionist educational practices, in particular the applicability of OpenMath JavaBeans for use in middle school mathematics education. The two anticipated barriers to its use were tested for by implementing the existing technology in two stages; first, investigating the functionality of the JavaBeans toolset by building applets to teach a specific lesson plan in mathematics; second, using a low-tech participatory design tool to explore the capacity of students to learn and apply the principles of component-based tool construction.
In the first instance it was demonstrated, with some qualifications, that the technology could be applied to teach mathematics, at least in the case of transformations. The emphasis was as an adjunct to traditional teaching, especially in light of the apparent need for a more responsive and refined user interface with significant guidance mechanism. It was apparent that the nature of the learning and the breadth of the knowledge explored was affected by the presence of the technology: This was evident in scope of the material covered (details to be described elsewhere) - the teacher was able to explore aspects of transformations which are usually too advanced for middle school students - as well as the ability of the students to absorb and apply the ideas presented. While it hasn't been quantatively shown that students learned better or faster, it was a fact that they were able to explore ideas that would otherwise have been out of their reach.
In the second, it was clearly observed that students can learn and apply component construction techniques and, perhaps more importantly, they can work creatively within that paradigm. This was the more important result as it was not entirely obvious that inexperienced users could adapt their thinking to the model supported by the technology. While it is most desirable that the computer fit the natural dynamics of the users, it is in the meantime inevitable that the value of such tools will depend on how readily they appeal to students' intuition.
Finally, this project experimentally applied guided collaboration methodologies in an effort to reach the conclusions above. Although the technology was not ready for trial use, it was found that its application could be represented in facsimile to a degree which provided the information needed. This approach relied heavily on the participation of students and the school as collaborators with the researchers and as such was a unique experience for both groups. It required the presence of an unusually skilled teacher/researcher and continuous technical support.