Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3484
Title: Unpacking the Mediation of Invented Representations
Authors: Danish, Joshua
Issue Date: Jun-2006
Publisher: International Society of the Learning Sciences
Citation: Danish, J. (2006). Unpacking the Mediation of Invented Representations. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 113-119). Bloomington, Indiana, USA: International Society of the Learning Sciences.
Abstract: In this paper we compare two contexts where students were inventing representations; a 2nd and 3rd grade classroom creating a shared representation, and a kindergarten and 1st grade classroom creating unique representations. Contexts for developing shared representations are those in which a class attempts to jointly construct one representational form to solve a given problem. In contrast, contexts for inventing unique representations emphasize individual representational choices with no explicit attempt to create a shared representational form. Drawing on and comparing data from two recent studies we use the Negotiated Representational Mediators (NeRM) framework to analyze young children's activities oriented towards the production, evaluation, and modification of representational forms. Both cultural contexts lead to a convergence toward normative representations as well as continuing to diverge in the form of individual acts of creativity and agency. We argue that despite these similar trends, the different contexts support unique aspects of representational practice.
URI: https://doi.dx.org/10.22318/icls2006.113
https://repository.isls.org//handle/1/3484
Appears in Collections:ICLS 2006

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