The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment

Virginia J. Flood; Benedikt W. Harrer; Dor Abrahamson

The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment

University at Buffalo

University of California at Berkeley

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

15 Scopus citations

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 technologyrich 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.

Original language	English
Title of host publication	12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publication	Transforming Learning, Empowering Learners, Proceedings
Editors	Chee-Kit Looi, Joseph L. Polman, Ulrike Cress, Peter Reimann
Publisher	International Society of the Learning Sciences (ISLS)
Pages	122-129
Number of pages	8
Volume	1
ISBN (Electronic)	9780990355090
State	Published - 2016
Event	12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore Duration: Jun 20 2016 → Jun 24 2016

Conference

Conference	12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
Country/Territory	Singapore
City	Singapore
Period	06/20/16 → 06/24/16

Keywords

Collaborative imagining
Ethnomethodology-conversation analysis
Multimodality
Objectification
Technology-enabled embodied learning environments

Cite this

Flood, V. J., Harrer, B. W., & Abrahamson, D. (2016). The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment. In C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 1, pp. 122-129). International Society of the Learning Sciences (ISLS).

Flood, Virginia J. ; Harrer, Benedikt W. ; Abrahamson, Dor. / The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment. 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. editor / Chee-Kit Looi ; Joseph L. Polman ; Ulrike Cress ; Peter Reimann. Vol. 1 International Society of the Learning Sciences (ISLS), 2016. pp. 122-129

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title = "The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment",

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 technologyrich 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 = "Collaborative imagining, Ethnomethodology-conversation analysis, Multimodality, Objectification, Technology-enabled embodied learning environments",

author = "Flood, \{Virginia J.\} and Harrer, \{Benedikt W.\} and Dor Abrahamson",

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year = "2016",

language = "English",

volume = "1",

pages = "122--129",

editor = "Chee-Kit Looi and Polman, \{Joseph L.\} and Ulrike Cress and Peter Reimann",

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Flood, VJ , Harrer, BW & Abrahamson, D 2016, The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment. in C-K Looi, JL Polman, U Cress & P Reimann (eds), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. vol. 1, International Society of the Learning Sciences (ISLS), pp. 122-129, 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016, Singapore, Singapore, 06/20/16.

The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment. / Flood, Virginia J.; Harrer, Benedikt W.; Abrahamson, Dor.
12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. ed. / Chee-Kit Looi; Joseph L. Polman; Ulrike Cress; Peter Reimann. Vol. 1 International Society of the Learning Sciences (ISLS), 2016. p. 122-129.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AU - Harrer, Benedikt W.

AU - Abrahamson, Dor

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N2 - 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 technologyrich 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.

AB - 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 technologyrich 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.

KW - Collaborative imagining

KW - Ethnomethodology-conversation analysis

KW - Multimodality

KW - Objectification

KW - Technology-enabled embodied learning environments

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M3 - Conference contribution

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SP - 122

EP - 129

BT - 12th International Conference of the Learning Sciences, ICLS 2016

A2 - Looi, Chee-Kit

A2 - Polman, Joseph L.

A2 - Cress, Ulrike

A2 - Reimann, Peter

PB - International Society of the Learning Sciences (ISLS)

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Flood VJ , Harrer BW, Abrahamson D. The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment. In Looi CK, Polman JL, Cress U, Reimann P, editors, 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. Vol. 1. International Society of the Learning Sciences (ISLS). 2016. p. 122-129

The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment

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