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dc.contributor.authorEvans, Michael
dc.contributor.authorRussell, Kamala
dc.contributor.authorHnizda, Michaela
dc.contributor.authorMcNeill, David
dc.identifier.citationEvans, 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.en_US
dc.description.abstractThis 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.en_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleCharacterizing Collaboration with Metapragmatics: Using PreK Virtual Manipulatives on a Multi-Touch Tabletopen_US
dc.typeShort Papersen_US
Appears in Collections:ICLS 2012

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