The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Body Motion and Graphing
Abstract
We analyze how 2 students used a computer-based motion detector in the context of individual interviews. Although 1 student's work is exemplified through transcript and commentary, the themes and discussions have evolved from our study of both students' work with the motion detector as they interacted with the interviewer. Our analysis reveals 3 themes: tool perspectives, fusion, and graphical spaces. Both students developed tool perspectives that enabled them to plan how to move so that they could create and interpret graphs by kinesthetic actions. The theme of fusion explores their emergent ways of talking, acting, and gesturing that do not distinguish between symbols and referents. Graphical spaces reflect our account of episodes in which a change in how they used the motion detector prompted them to investigate the tool anew. Our conclusions contribute to a reconceptualization of the nature of symbolizing, the learning of graphing, and the links between children's and scientists' graphing.
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Cites
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
Sfard, A. (1991) · Educational Studies in Mathematics · doi:10.1007/bf00302715 · Cited by 1,852 · cited 1×
“Others focused on the polarity between pointwise and shape-based understanding of graphs, a polarity that has been presented as an instance of the more general dialectic between process/ object which, according to several authors, underlies all mathematics learning (Dubinsky & Harel, 1992; Sfard, 1991).”
Background(1996) · doi:10.1017/cbo9780511620874.007 · Cited by 351
Cited by
A Scaffolding Design Framework for Software to Support Science Inquiry
Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., Kyza, E., Edelson, D., & Soloway, E. (2004) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1303_4 · Cited by 1,015
Rethinking diversity in learning science: The logic of everyday sense‐making
Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A. S., & Hudicourt‐Barnes, J. (2001) · Journal of Research in Science Teaching · doi:10.1002/tea.1017 · Cited by 665
Technology and mathematics education
Konold, C., & Lehrer, R. (2015) · Handbook of International Research in Mathematics Education · doi:10.4324/9780203930236.ch4 · Cited by 448
“The Coat Traps All Your Body Heat”: Heterogeneity as Fundamental to Learning
Rosebery, A. S., Ogonowski, M., DiSchino, M., & Warren, B. (2010) · Journal of the Learning Sciences · doi:10.1080/10508406.2010.491752 · Cited by 309
Understanding Qualitative Calculus: A Structural Synthesis of Learning Research
Stroup, W. M. (2002) · International Journal of Computers for Mathematical Learning · doi:10.1023/a:1021147132127 · Cited by 79
Metadata
- Authors
- Nemirovsky, R., Tierney, C., & Wright, T.
- Venue
- Cognition and Instruction
- Publisher
- Informa UK Limited
- Published
- 1998-06
- Volume
- 16
- Issue
- 2
- Pages
- 119-172
- ISSN
- 0737-0008 (ISSN-L)
- 1532-690X
- OpenAlex
- W1965931120
- Cited by
- 230
- References
- 3
- FWCI
- 27.80
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
