Enactivism and Ethnomethodological Conversation Analysis as Tools for Expanding Universal Design for Learning: The Case of Visually Impaired Mathematics Students

Autor/inn/en	Abrahamson, Dor; Flood, Virginia J.; Miele, Joshua A.; Siu, Yue-Ting
Titel	Enactivism and Ethnomethodological Conversation Analysis as Tools for Expanding Universal Design for Learning: The Case of Visually Impaired Mathematics Students
Quelle	In: ZDM: The International Journal on Mathematics Education, 51 (2019) 2, S.291-303 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abrahamson, Dor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-018-0998-1
Schlagwörter	Access to Education; Visual Impairments; Blindness; Mathematics Instruction; Assistive Technology; Manipulative Materials; Inclusion + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Visual handicap; Sehbehinderung; Blindheit; Mathematics lessons; Mathematikunterricht; Hilfsmittel; Inklusion
Abstract	Blind and visually impaired mathematics students must rely on accessible materials such as tactile diagrams to learn mathematics. However, these compensatory materials are frequently found to offer students inferior opportunities for engaging in mathematical practice and do not allow sensorily heterogenous students to collaborate. Such prevailing problems of access and interaction are central concerns of Universal Design for Learning (UDL), an engineering paradigm for inclusive participation in cultural praxis like mathematics. Rather than directly adapt existing artifacts for broader usage, UDL process begins by interrogating the praxis these artifacts serve and then radically re-imagining tools and ecologies to optimize usability for all learners. We argue for the utility of two additional frameworks to enhance UDL efforts: (a) enactivism, a cognitive-sciences view of learning, knowing, and reasoning as modal activity; and (b) ethnomethodological conversation analysis (EMCA), which investigates participants' multimodal methods for coordinating action and meaning. Combined, these approaches help frame the design and evaluation of opportunities for heterogeneous students to learn mathematics collaboratively in inclusive classrooms by coordinating perceptuo-motor solutions to joint manipulation problems. We contextualize the thesis with a proposal for a pluralist design for proportions, in which a pair of students jointly operate an interactive technological device. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01