Praxes Proxies: Revisiting Educational Manipulatives from an Ecological Dynamics Perspective [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Abrahamson, Dor; Sánchez-García, Raúl; Trninic, Dragan
Titel	Praxes Proxies: Revisiting Educational Manipulatives from an Ecological Dynamics Perspective [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Technology; Technology Uses in Education; Mathematics Instruction; Constructivism (Learning); Phenomenology; Mathematics Skills; Manipulative Materials; Athletics; Teaching Methods; Training; Praxis; Perceptual Motor Learning + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Phenomenological psychology; Phänomenologie; Psychologie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Hilfsmittel; Leichtathletik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung
Abstract	The recent proliferation of technological devices with natural user interfaces (e.g., touchscreen tablets) is regenerating scholarship on the role of sensorimotor interaction in conceptual learning. Some researchers of mathematical education have adopted views from constructivism, phenomenology, enactivism, and ecological dynamics to interpret implicit sensorimotor schemes as both forming and manifesting disciplinary competence. Drawing on these views, this theoretical paper returns to the enduring question of what it means to develop a new skill by way of task-oriented interaction with objects. Beginning with sports then moving to mathematics, we focus on a subcategory of pedagogical artifacts that serve students only during training activities yet constitute proxies for developing target schemes toward normative application. We argue for the contribution of these views to conceptualizing the design of effective mathematics instruction. [For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01