Ethnomathematics is the study of mathematical ideas and practices situated in their cultural context. Culturally Situated Design Tools (CSDTs) are web‐based software applications that allow students to create simulations of cultural arts—Native American beadwork, African American cornrow hairstyles, urban graffiti, and so forth—using these underlying mathematical principles. This article is a review of the anthropological issues raised in the CSDT project: negotiating the representations of cultural knowledge during the design process with community members, negotiating pedagogical features with math teachers and their students, and reflecting on the software development itself as a cultural construction. The move from ethnomathematics to ethnocomputing results in an expressive computational medium that affords new opportunities to explore the relationships between youth identity and culture, the cultural construction of mathematics and computing, and the formation of cultural and technological hybridity.

Using a retrospective method, we assessed late adolescents' developmental theories about their affective relationships with their parents. Subjects used drawings and questionnaire ratings to portray their relationships with parents at five points between infancy and the present. From infancy to their current age, adolescents portrayed their relationships in two major ways. They perceived themselves as gaining in responsibility, dominance, independence, and similarity from infancy to the present, whereas they portrayed their parents as experiencing a decline on these dimensions. For variables indicating closeness and love, however, there was a striking discontinuity in these linear trends: Although adolescents perceived linear trends from infancy to adolescence, they depicted their current relationships as involving a great deal more love and closeness. They also portrayed their relationships with mothers and fathers somewhat differently. More responsibility was felt towards the mothers and they were portrayed as especially friendly, but subjects felt more similar to their fathers, whom they perceived as dominant. We interpreted the results as indicating that late adolescents constructed theories of the affective components of their relationships with their parents to serve the needs of separation while maintaining a close affective tie to the parents.

Infants' developing understanding of self and mother was assessed in two domains: agency and featural recognition. Parallel tasks for assessing knowledge of the self and the mother were derived for each domain, and the four resulting sets of tasks were scaled into developmental sequences in accordance with the principles of skill theory (Fischer, 1980). All four sets of tasks significantly followed the predicted sequences, which suggests that infants followed the same basic developmental progression in understanding themselves as in understanding their mothers. In addition, the temporal priority, or decalage, of acquiring each sequence was tested in order to determine whether infants acquired the sense of self and mother at the same time or at different times. We hypothesized that in the agency domain infants could act on the self before they could act on their mothers. Conversely, in the feature domain, infants could identify characteristics of their mothers before those of themselves. Before IS months, decalage fit the predicted pattern for both the agency and feature domains. At later ages, however, the pattern became more complex. After 18 months, there was no consistent decalage for the feature domain. In the agency domain, the predicted pattern of acquiring self-knowledge before knowledge of mother was generally supported, with a suggestion of a change later in the sequence. At about 3 years of age, some children seemed to become defensive about categorizing themselves as a baby. We hypothesized that the changes in decalage after I \ years reflected the onset of representational abilities.

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The Capital Area Technology and Inquiry in Education program (CATIE) is a content-focused, inquiry-based professional development program developed by the Center for Initiatives in Pre-College Education (CIPCE) to assist K-6 teachers in the technology integration process. To address concerns of sustainability and cost-effectiveness, this situated model combined online and face-to-face professional development approaches to encourage thought-provoking experiences that inspire new pedagogies. CATIE united efforts with the Online Learning Forum (OLF) to offer blended mentoring experiences situated in and around the classroom context with a special focus on mathematics instruction. CATIE, formerly a high-resource model, transitioned into a multi-dimensional experience in an effort to sustain technology-rich learning communities and provide quality professional development resources for classroom instruction. This article explores the dimensions of CATIE, the transition to a blended model, and the contributions of this situated model to technology integration professional development.