A Call to Action: Towards an Ecological-Dynamics Theory of Mathematics Learning, Teaching, and Design [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/inn/en	Abrahamson, Dor; Sánchez-García, Raúl
Titel	A Call to Action: Towards an Ecological-Dynamics Theory of Mathematics Learning, Teaching, and Design [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Teaching Methods; Teacher Student Relationship; Teacher Behavior; Student Behavior; Mathematical Concepts; Educational Theories; Imagery; Ecological Factors; Computer System Design; Intervention; Design Preferences; Perceptual Motor Learning; Interaction + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Educational theory; Theory of education; Bildungstheorie; Metaphorik; Ökologischer Ansatz; Design requirements; Gestaltungsmittel; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Interaktion
Abstract	Whereas Natural User Interface technological devices, such as tablets, are bringing physical interaction back into mathematics learning activities, existing educational theory is not geared to inform or interpret such learning. In particular, educational researchers investigating instructional interactions still need intellectual and methodological frameworks for conceptualizing, designing, facilitating, and analyzing how students' immersive hands-on dynamical experiences become formulated within semiotic registers typical of mathematical discourse. We present paradigmatic empirical examples of tutor-student behaviors in an embodied-interaction learning environment, the Mathematical Imagery Trainer for Proportion. Drawing on ecological dynamics--a blend of dynamical-systems theory and ecological psychology--we describe the emergence of mathematical concepts from the guided discovery of sensorimotor schemes. [For the complete proceedings, see ED583989.] (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