Mathematical Activities in a Social Learning Framework: How Multimodality Works in a Community of Practice [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Ferrara, Francesca; Ng, Oi-Lam
Titel	Mathematical Activities in a Social Learning Framework: How Multimodality Works in a Community of Practice [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Communities of Practice; High School Students; Calculus; Student Experience; Social Development; Geometry; Grade 12; Advanced Placement Programs; Foreign Countries; Mathematical Concepts; Handheld Devices; Technology Uses in Education; Educational Technology; Computer Software; Interaction; Mathematics Activities; Canada + Suchen Sie Ihr Suchwort? Community; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Studienerfahrung; Soziale Entwicklung; Geometrie; School year 12; 12. Schuljahr; Schuljahr 12; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Interaktion; Kanada
Abstract	In this paper, we explore an approach to understanding how multimodality works in a community of practice. Using a social learning framework, we show how a community of practice, involving a pair of high school students, engaged in perceptual, bodily, and imaginary experiences while discussing about calculus concepts in a dynamic geometry environment. Our findings suggest that learners' multimodal experiences emerge in both visible and invisible uses of the artefact and are situated in the mathematical activities. This study enriches our understanding about how students participate in the mathematical activities with dynamic geometry environments. [For the complete proceedings, see ED597799.] (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