the representation as a prop in their discussions in which they articulated and refined their intuitions.
This research is funded in part by grants from the U.C. Urban Community-School Collaborative and from and the Berkeley chapter of Sigma Xi. We would like to thank the members of the InterActiveMedia Study group, and Rogers Hall for their comments. We would also like to thank Jesse Ragent for his help in the design and implementation of PIE in his classroom.
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