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Contribution to Book
The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment
Transforming Learning, Empowering Learners. The International Conference of the Learning Sciences (ICLS) 2016 (2016)
  • Virginia J. Flood, University of California - Berkeley
  • Benedikt W. Harrer, San Jose State University
  • Dor Abrahamson, University of California - Berkeley
Abstract
We present a detailed account of interactional mechanisms that support participation in STEM disciplinary practices as an adult and a child explore a technology-enabled embodied learning environment for mathematics. Drawing on ethnomethodological studies of technology rich workplaces, we trace the process of transforming a vague reference into a mutually available mathematical object: a covariant variable. Our analysis reveals that this mathematical object is an interactional achievement, configured via a reciprocal process of instructing one another’s attention. In particular, we demonstrate how participants’ explicit responsiveness to indexical and multimodal resources achieves this object.
Keywords
  • objectification,
  • collaborative imagining,
  • ethnomethodology–conversation analysis,
  • multimodality,
  • technology-enabled embodied learning environments
Publication Date
2016
Editor
C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann
Publisher
International Society of the Learning Sciences
ISBN
978-0-9903550-9-0
Citation Information
Virginia J. Flood, Benedikt W. Harrer and Dor Abrahamson. "The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment" SingaporeTransforming Learning, Empowering Learners. The International Conference of the Learning Sciences (ICLS) 2016 Vol. 1 (2016) p. 122 - 129
Available at: http://works.bepress.com/benedikt_harrer/14/