ing partnerships, and shapes and responds to social and cultural contexts. This software game appears to satisfy these requirements.The understanding of the learner: This software identifies features of the learners past and present experiences, utilizing the assumption that certain cognitive levels have been reached. Most of the presentation of this software is set in animated 3-dimensional presentation, and is a familiar format for children in the grades 3 to 8. Items such as pizzas, Mud pies, rafts, frogs and more, assume a prior interest and familiarity level.Active construction of meaning; Learners construct meaning when they challenge their own knowledge and understanding and are able to explore the unknown with certain elements of open mindedness and critical reflection. This software encourages a range of thinking processes including divergent, convergent, lateral, critical and creative thinking. The "Zoombinis" software Teachers guide focuses on the NCTM approach to active construction of meaning by emphasizing the ' scientific thinking process'. Observing, communicating, comparing, categorizing, relating, inferring and applying, are aspects of effective learning and teaching which allow the student to take their share of responsibility for learning. This software encourages the analysis of patterns, sequences, and lateral thinking in relation to this approach using logico-mathematical processes required inherently for the solution of each puzzle. Supportive and Challenging Environment;The animation and almost three-dimensional artwork of this game has all the characteristics of an arcade game complete with the challenge of interpreting maps, crossing dangerous bridges, riding on old underground mining trolley's, operating ' mirror machines' and contributing to the creation of a new fantasy land called Zoombiniville. Within the 12 puzzles the supportive encouragement of the commentator only expresses positive outcomes ...
