Artifacts, Agency and Classroom Activity: Materialist Perspectives on Mathematics Education Technology
Artifacts, Agency and Classroom Activity: Materialist Perspectives on Mathematics Education Technology
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文物、机构和课堂活动：数学教育技术的唯物主义观点
DOI：
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发表时间：
2019
影响因子：
3.3
通讯作者：
Tobin White
中科院分区：
文献类型：
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作者：
Tobin White
摘要本文从三个不同的理论角度分析了一段绘图技术介导的课堂数学活动。学习科学的一个重要研究方向是将图形作为铭文，强调学习者与图形显示的材料特性之间的互动。最近在数学教育方面的几项研究强调了工具起源方法的效用，即利用图形计算器和其他工具概念化数学学习和教学。第三种观点在科学和技术研究中具有影响力，但在教育研究中应用较少，它呼吁关注物质代理，考虑学习者和工具可能被概念化为课堂活动系统中的行动者的方式。本文将探讨这种替代方法的潜力，以扩展对技术支持的数学教学的见解。本文认为，物质代理解释可以补充和丰富分析技术介导课堂活动的理论框架。总的来说，将这些观点结合在一起来研究一个课堂事件，其中数字设备发挥了关键作用，为考虑在当代数学课堂中培养熟练使用工具和概念理解所涉及的复杂性和权衡提供了一个框架。
Abstract This article analyzes an episode of classroom mathematics activity mediated by graphing technology from 3 different theoretical perspectives. An important line of research in the learning sciences focuses on graphs as inscriptions, foregrounding learners’ interactions with and around the material properties of graphical displays. Several recent studies in mathematics education have emphasized the utility of an instrumental genesis approach for conceptualizing mathematics learning and teaching with graphing calculators and other tools. A third perspective, influential in science and technology studies but less widely used in education research, calls for attention to material agency, considering the ways both learners and tools might be conceptualized as actors in a classroom activity system. This article explores the potential of this alternate approach for extending insights into technology-supported mathematics teaching and learning. It is argued that a material agency account can complement and enrich theoretical frameworks for analyzing technology-mediated classroom activity. Collectively, drawing these perspectives together to examine a classroom episode in which a digital device played a pivotal role provides a framework for considering the complexities and the tradeoffs involved in cultivating proficient tool use and conceptual understanding in contemporary mathematics classrooms.