TY - JOUR
T1 - Multi-Party, Whole-Body Interactions in Mathematical Activity
AU - Ma, Jasmine Y.
N1 - Funding Information:
I am grateful to the Spatial Learning and Mobility Lab at Vanderbilt University for their heroic efforts in the design, data collection, and analysis sessions for this study. In particular, this work would have been impossible without the support of Rogers Hall, Katie Headrick Taylor, Nathan Phillips, Kevin Leander, and Jillian Oury. Analytic and theoretical insights were also contributed by researchers and advisors in the Tangibility for the Teaching, Learning, and Communicating of Mathematics study, anonymous reviewers of this manuscript, Noel Enyedy, Eve Manz, Molly Kelton, and the many others who have engaged in conversations with me about bodies. You know who you are. Thanks to students and instructors at KCMS and SEC for their participation. This study was supported by awards from the National Science Foundation (DRL-0816406), Vanderbilt University, and New York University.
Publisher Copyright:
© 2017 Taylor & Francis Group, LLC.
PY - 2017/4/3
Y1 - 2017/4/3
N2 - This study interrogates the contributions of multi-party, whole-body interactions to students' collaboration and negotiation of mathematics ideas in a task setting called walking scale geometry, where bodies in interaction became complex resources for students' emerging goals in problem solving. Whole bodies took up overlapping roles representing geometric objects, contributing to the communication and negotiation of problem-solving strategies and engaging as mathematical instruments for representation.
AB - This study interrogates the contributions of multi-party, whole-body interactions to students' collaboration and negotiation of mathematics ideas in a task setting called walking scale geometry, where bodies in interaction became complex resources for students' emerging goals in problem solving. Whole bodies took up overlapping roles representing geometric objects, contributing to the communication and negotiation of problem-solving strategies and engaging as mathematical instruments for representation.
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U2 - 10.1080/07370008.2017.1282485
DO - 10.1080/07370008.2017.1282485
M3 - Article
AN - SCOPUS:85013113211
SN - 0737-0008
VL - 35
SP - 141
EP - 164
JO - Cognition and Instruction
JF - Cognition and Instruction
IS - 2
ER -