Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2458
Title: Virtual Mathematical Inquiry: Problem Solving at the Gestural — Symbolic Interface of Remote-Control Embodied-Interaction Design
Authors: Trninic, Dragan
Gutierrez, Jose
Abrahamson, Dor
Issue Date: Jun-2011
Publisher: International Society of the Learning Sciences
Citation: Trninic, D., Gutierrez, J., & Abrahamson, D. (2011). Virtual Mathematical Inquiry: Problem Solving at the Gestural — Symbolic Interface of Remote-Control Embodied-Interaction Design. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I — Long Papers (pp. 272-279). Hong Kong, China: International Society of the Learning Sciences.
Abstract: What, if any, are unique affordances of embodied-interaction (EI) design for mathematics learning? How, in turn, might engineering and testing such design aid us in building theory of learning? We draw on media studies to argue that activities situated at the hybrid intersection of two media, for example physical-virtual interfaces, enable both learners and their researchers to objectify important notions. We evoke cultural-historical psychology theory, which implicates gesture as the ontogenesis of inscription, to interpret instructional EI as offering analogous enactive-semiotic tension and resolution. We support our view with selected empirical data from a design-based research project investigating the emergence of mathematical concepts from mediated engagement in EI activity. Specifically, we present, analyze, and juxtapose two case studies respectively illustrating student success or failure to grope toward a conceptual system (proportions) embedded in a technological system (EI).
URI: https://doi.dx.org/10.22318/cscl2011.272
https://repository.isls.org//handle/1/2458
Appears in Collections:CSCL 2011

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