Reconfiguring mathematical settings and activity through multi-party, whole-body collaboration
Reconfiguring mathematical settings and activity through multi-party, whole-body collaboration
复制标题
通过多方、全身协作重新配置数学设置和活动
DOI：
10.1007/s10649-018-9805-8
复制
发表时间：
2018
影响因子：
3.2
通讯作者：
Jasmine Y. Ma
中科院分区：
文献类型：
--
作者：
Molly L. Kelton;Jasmine Y. Ma
本研究探讨了在课堂内外进行的全身心、多方参与的数学学习活动的效果。我们开发了一个理论框架，汇集了与社会空间，具身认知和数学活动有关的当代理论。然后，利用微观民族志和案例比较技术，我们研究并并列两个实施全身，协作运动的情况下，从事学习者在数学的数感和比率和比例。分析前景之间的相互依存关系设置，体现活动，数学工具和实践，我们说明如何全身协作可以改变学习者如何体验学习环境，使重要的数学思想的意义。分析丰富了我们的理解不断变化的空间景观学习和做数学，以及如何在数学教育中恢复机构可以开辟新的形式的集体数学意义和活动。
This study examines the consequences of whole-body, multi-party activity for mathematics learning, both in and out of the classroom. We develop a theoretical framework that brings together contemporary theories related to social space, embodied cognition, and mathematical activity. Then, drawing on micro-ethnographic and case-comparative techniques, we examine and juxtapose two cases of implementing whole-body, collaborative movement to engage learners in the mathematics of number sense and ratio and proportion. Analytically foregrounding the interdependence among setting, embodied activity, and mathematical tools and practices, we illustrate how whole-body collaboration can transform how learners experience learning environments and make sense of important mathematical ideas. The analysis enriches our understanding of the changing spatial landscapes for learning and doing mathematics as well as how re-instating bodies in mathematics education can open up new forms of collective mathematical sense-making and activity.