Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4587
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dc.contributor.authorPeppler, Kylie
dc.contributor.authorSedas, R. Mishael
dc.contributor.authorKeune, Anna
dc.contributor.authorUttamchandani, Suraj
dc.date.accessioned2020-06-10T13:52:41Z
dc.date.accessioned2020-06-10T20:04:10Z-
dc.date.available2020-06-10T13:52:41Z
dc.date.available2020-06-10T20:04:10Z-
dc.date.issued2019-06
dc.identifier.citationPeppler, 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., Hmelo-Silver, C., Gweon, G., & 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2019.961
dc.identifier.urihttps://repository.isls.org//handle/1/4587-
dc.description.abstractWe 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleBalancing the Scales: Implications of Model Size for Mathematical Engagementen_US
dc.typePostersen_US
Appears in Collections:CSCL 2019

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