Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2307
Title: Characterizing Collaboration with Metapragmatics: Using PreK Virtual Manipulatives on a Multi-Touch Tabletop
Authors: Evans, Michael
Russell, Kamala
Hnizda, Michaela
McNeill, David
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Evans, M., Russell, K., Hnizda, M., & McNeill, D. (2012). Characterizing Collaboration with Metapragmatics: Using PreK Virtual Manipulatives on a Multi-Touch Tabletop. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 391-395). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: This paper is a microethnographic comparison between a pair of PreK (ages 4-5) girls and triad of boys working collaboratively on the same mathematical task. The children, matched by gender homogenously, are charged with completing a tangram puzzle on a SMART Table, a multi-touch tabletop that supports virtual manipulatives. Tasks are constrained by specific rules to encourage communication. Normally, collaboration can be investigated in terms of the task: did participants finish the puzzle efficiently? In contrast, we approach collaboration analytically as a way of acting. We define acting collaboratively as consistent alignment as to the focus of talk, and taking turns to complete the task while following the specified rules. We use the notion of metapragmatics to capture how a participant's actions (talk and gesture) are meaningful for the consequences of interaction.
URI: https://doi.dx.org/10.22318/icls2012.2.391
https://repository.isls.org//handle/1/2307
Appears in Collections:ICLS 2012

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