Designing Disruptions for Productive Hybridity: The Case of Walking Scale Geometry

Autor/in	Ma, Jasmine Y.
Titel	Designing Disruptions for Productive Hybridity: The Case of Walking Scale Geometry
Quelle	In: Journal of the Learning Sciences, 25 (2016) 3, S.335-371 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2016.1180297
Schlagwörter	Instructional Design; Geometry; Mathematics Instruction; Ethnography; Active Learning; Geometric Concepts; Grade 7; Blended Learning; Relevance (Education); Learning Activities; Teaching Methods; Human Body + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Geometrie; Mathematics lessons; Mathematikunterricht; Ethnografie; Aktives Lernen; Elementare Geometrie; School year 07; 7. Schuljahr; Schuljahr 07; Relevance; Relevanz; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Menschlicher Körper
Abstract	This article explores an alternative strategy for designing hybrid instructional environments. Rather than bridging home or community funds of knowledge with school learning, I propose designing disruptions to typical school practices to invite students to recruit out-of-school resources meaningful and sensible to them in order to grapple with school-valued concepts. I examine this design strategy first conceptually, then through a case called "walking scale geometry," designed to disrupt the scale of typical classroom geometry. This major disruption has 4 interrelated consequences in that students must invent new tools and strategies for constructing geometry figures, spaces of activity and learning shift, students are positioned with new visual perspectives, and the division of labor is redistributed. I analyze how these 4 consequences played out in an episode of walking scale geometry, in relation to the deployment of student-recruited resources and conceptual agency, then comment on some implications for designing disruptions and hybrid learning settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01