Tradeoffs of Situatedness: Iconicity Constrains the Development of Content-Oriented Sensorimotor Schemes [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	Rosen, Dana; Palatnik, Alik; Abrahamson, Dor
Titel	Tradeoffs of Situatedness: Iconicity Constrains the Development of Content-Oriented Sensorimotor Schemes [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	Mathematics Instruction; Teaching Methods; Mathematical Concepts; Concept Formation; Heuristics; Generalization; Context Effect; Manipulative Materials; Semi Structured Interviews; Grade 4; Grade 5; Grade 6; Elementary School Mathematics; Educational Technology; Technology Uses in Education; Spatial Ability; Attention + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Heuristik; Hilfsmittel; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Elementare Mathematik; Schulmathematik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Räumliches Vorstellungsvermögen; Aufmerksamkeit
Abstract	Mathematics education practitioners and researchers have long debated best pedagogical practices for introducing new concepts. Our design-based research project evaluated a heuristic framework, whereby students first develop acontextual sensorimotor schemes and only then extend these schemes to incorporate both concrete narratives (grounding) and formal mathematical rules (generalizing). We compared student performance under conditions of working with stark (acontextual) vs. iconic (situated) manipulatives. We summarize findings from analyzing 20 individually administered task-based semi-structured clinical interviews with Grade 4-6 participant students. We found tradeoffs of situatedness: Whereas iconic objects elicit richer narratives than stark objects, these narratives may detrimentally constrain the scope of potential sensorimotor schemes students develop in attempt to solve manipulation problems. [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