CNLS '89 Proceedings of the ninth annual international conference of the Center for Nonlinear Studies on Self-organizing, Collective, and Cooperative Phenomena in Natural and Artificial Computing Networks on Emergent computation
Changing minds: computers, learning, and literacy
Changing minds: computers, learning, and literacy
Where the action is: the foundations of embodied interaction
Where the action is: the foundations of embodied interaction
Understanding Computers and Cognition: A New Foundation for Design
Understanding Computers and Cognition: A New Foundation for Design
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
How bodies matter: five themes for interaction design
DIS '06 Proceedings of the 6th conference on Designing Interactive systems
The mathematical imagery trainer: from embodied interaction to conceptual learning
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Toward an embodied-interaction design framework for mathematical concepts
Proceedings of the 10th International Conference on Interaction Design and Children
Towards Utopia: designing tangibles for learning
Proceedings of the 10th International Conference on Interaction Design and Children
| Hi-index | 0.00 |
In a retrospective analysis of my own pedagogical design projects over the past twenty years, I articulate and compare what I discern therein as two distinct activity genres for grounding mathematical concepts. One genre, "perception-based design," builds on learners' early mental capacity to draw logical inferences from perceptual judgment of intensive quantities in source phenomena, such as displays of color densities. The other genre, "action-based design," builds on learners' perceptuomotor capacity to develop new kinesthetic routines for strategic embodied interaction, such as moving the hands at different speeds to keep a screen green. Both capacities are effective evolutionary means of engaging the world, and both bear pedagogical potential as epistemic resources by which to build meaning for mathematical models of, and solution processes for situated problems. Empirical studies that investigated designs built in these genres suggest a two-step activity format by which instructors can guide learners to reinvent conceptual cores. In a primary problem, learners apply or develop non-symbolic perceptuomotor schemas to engage the task effectively. In a secondary problem, learners devise means of appropriating newly interpolated mathematical forms as enactive, semiotic, or epistemic means of enhancing, explaining, and evaluating their primary response. Whereas my analysis distills activities into two separate genres for rhetorical clarity, ultimately embodied interaction may interleave and synthesize the genres' elements.