Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1751
Title: Balancing the Scales: Implications of Model Size for Mathematical Engagement
Authors: Peppler, Kylie
Sedas, R. Mishael
Keune, Anna
Uttamchandani, Suraj
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Peppler, K., Sedas, R. M., Keune, A., & Uttamchandani, S. (2019). Balancing the Scales: Implications of Model Size for Mathematical Engagement. In Lund, K., Niccolai, G. P., Lavoué, E., Gweon, C. H., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 961-962). Lyon, France: International Society of the Learning Sciences.
Abstract: We discuss a constructionism-based geometry curriculum in which middle school students built models of tents, first at a full, large-size scale, and then at a small scale. We build on body syntonicity to analyze how students learn through relating abstract knowledge to the knowledge of their bodies. Using video data, we analyze the affordances and constraints for students' mathematical engagement in creating models. We conclude with brief implications for mathematics education and for CSCL research.
URI: https://doi.dx.org/10.22318/cscl2019.961
https://repository.isls.org//handle/1/1751
Appears in Collections:CSCL 2019

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