Weitere Artikel dieser Ausgabe durch Wischen aufrufen
This research was supported by National Science Foundation Grant IIS 0736151 awarded to Michael A. Evans.
Our research aims to identify children’s communicative strategies when faced with the task of solving a geometric puzzle in CSCL contexts. We investigated how to identify and trace distributed cognition in problem-solving interactions based on discursive cohesion to objects, participants, and prior discursive content, and geometric and cooperative concepts. We report on the development of a method of coding and representation of verbal and gestural content for multimodal interactional data and initial application of this framework to a microethnographic case study of two small groups of 7 and 8-year-old learners solving tangram manipulatives in physical and virtual desktop settings. We characterize the establishment of shared reference points as “coreferences” which cohere on object, para, and meta-levels through both gesture and speech. Our analysis foregrounds how participants establish common referential ground to facilitate collaborative problem solving with either computer-supported or physical puzzles. Using multimodal analysis and a theoretical framework we developed to study interactional dynamics, we identified patterns of focus, dominance, and coalition formation as they relate to coreferentiality on multiple levels. Initial findings indicate increased communication and cohesion to higher-level principles in the virtual tangram puzzle-solving setting. This work contributes to available models of multimodal analysis of distributed cognition using current manipulative technologies for early childhood mathematics education.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Ares, N., Stroup, W., & Schademan, A. (2009). The power of mediating artifacts in group-level development of mathematical discourse. Cognition and Instruction, 27(1), 1–24. CrossRef
Arzarello, F., Paola, D., Robutti, O., & Sabena, C. (2009). Gestures as semiotic resources in the mathematics classroom. Educational Studies in Mathematics, 70, 97–109. CrossRef
Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. The Journal of the Learning Sciences, 9, 403–436. CrossRef
Barron, B. (2003). When smart groups fail. The Journal of the Learning Sciences, 12(3), 307–359. CrossRef
Bjuland, R., Cestari, M., & Borgersen, H. (2008). The interplay between gesture and discourse as mediating devices in collaborative mathematical reasoning: A multimedia approach. Mathematical Thinking and Learning, 10(3), 271–292. CrossRef
Cakir, M. P., Zemel, A., & Stahl, G. (2010). The joint organization of interaction within a multimodal CSCL medium. International Journal of Computer-Supported Collaborative Learning, 4(2), 115–149. CrossRef
Cannon, L., Dorward, J., Duffin, J., Heal, B., & Foletta, G. (2004). National library of virtual manipulatives. Mathematics Teacher, 97(2), 158–159.
Cassell, J., & McNeill, D. (1991). Gesture and the poetics of prose. Poetics Today, 12(3), 375–404. CrossRef
Cazden, C. B. (1997). Performance before competence: Assistance to child discourse in the zone of proximal development. In M. Cole, Y. Engestrom, & O. Vasquez (Eds.), Mind, culture, and activity: Seminal papers from the Laboratory of Comparative Human Cognition (pp. 303–310). New York: Cambridge University Press.
Chaiklin, S. (2003). The zone of proximal development in vygotsky’s analysis of learning and instruction. In A. Kozulin, B. Gindis, V. Ageyev, & S. Miller (Eds.), Vygotsky’s educational theory and practice in cultural context (pp. 39–63). Cambridge: Cambridge University Press.
Clements, D. H. (2004). Geometric and spatial thinking in early childhood education. In D. H. Clements, J. Sarama, & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 267–297). Mahwah, NJ: Lawrence Erlbaum.
Clements, D. H., Sarama, J., & DiBiase, A.-M. (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah: Lawrence Erlbaum.
Enyedy, N. (2003). Knowledge construction and collective practice: At the intersection of learning, talk, and social organizations in a computer-mediated mathematics classroom. The Journal of the Learning Sciences, 12(3), 361–407. CrossRef
Figueira-Sampaio, A. S., Santos, E. E. F., & Carrijo, G. A. (2009). A constructivist computational tool to assist in learning primary school mathematical equations. Computers & Education, 53(2), 484–492. CrossRef
Gehlen, A. (1988). Man, his nature and place in the world. New York: Columbia University Press.
Hollan, J., Hutchins, E., & Kirsh, D. (2000). Distributed cognition: Toward a new foundation for human-computer interaction research. ACM Transactions on Computer-Human Interaction (TOCHI), 7(2), 174–196. CrossRef
Husserl, E. (1931). Ideas: General introduction to pure phenomenology (W. R. B. Gibson, Trans. Third Edition, 1958). London: Allen & Unwin.
Hutchins, E. (1995a). Cognition in the wild. Cambridge: MIT.
Hutchins, E. (1995b). How a cockpit remembers its speeds. Cognitive Science, 19(3), 265–288. CrossRef
Hutchins, E., & Klausen, T. (1998). Distributed cognition in an airline cockpit. In Y. Engestrom & D. Middleton (Eds.), Cognition and communication at work (pp. 15–34). New York: Cambridge University Press.
Kafai, Y. B. (2006). Constructionism. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 35–46). Cambridge: Cambridge University Press.
Kendon, A. (2008). Some reflections of the relationship between ‘gesture’ and ‘sign’. Gesture, 8, 348–366. CrossRef
Kershner, R., Mercer, N., Warwick, P., & Staarman, J. K. (2010). Can the interactive whiteboard support young children's collaborative communication and thinking in classroom science activities?. International Journal of Computer-Supported Collaborative Learning, 5(4).
Kirsh, D. (2009). Problem solving and situated cognition. In P. Robbins & M. Aydede (Eds.), The Cambridge handbook of situated cognition (pp. 264–306). Cambridge: Cambridge University Press.
Lee, C.-Y., & Chen, M.-P. (2008). Taiwanese junior high school students’ mathematics attitudes and perceptions towards virtual manipulatives. British Journal of Educational Technology, 39(5), 1–5.
Lemke, J. L. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7(4), 273–290. CrossRef
Lemke, J. L. (2003). Mathematics in the middle: Measure, picture, gesture, sign, and word. In M. Anderson, A. Saenz-Ludlow, S. Zellwegger & V. V. Cifarelli (Eds.), Educational perspectives on mathematics as semiosis: From thinking to interpreting to knowing (pp. 353–360). Canada: Legas.
McNeill, D. (2006). Gesture and thought. Chicago: University of Chicago Press.
McNeill, D. (2009a). Gesture as a window onto mind and brain, and the relationship to linguistic relativity and ontogenesis. In C. Müller, E. Fricke, et al. (Eds.), Handbook on body, language, and communication. New York: Mouton de Gruyter.
McNeill, D. (2009b). Thinking while speaking and gesturing: Language and gesture as a dynamic and integrated system. In C. Müller, E. Fricke, et al. (Eds.), Handbook on body, language, and communication. New York: Mouton de Gruyter.
McNeill, D., & Duncan, S. D. (2000). Growth points in thinking for speaking. In D. McNeill (Ed.), Language and gesture (pp. 141–161). Cambridge: CUP. CrossRef
McNeill, D., et al. (2010). Mind Merging. In E. Morsella (Ed.), Expressing oneself/expressing one’s self: Communication, language, cognition, and identity (pp. 143–164). London: Taylor and Francis.
Merleau-Ponty, M. (1945). Phénomenologie de la perception. Paris: Gallimard.
Moyer, P. S. (2001). Are we having fun yet? How teachers use manipulatives to teach mathematics. Educational Studies in Mathematics, 47(2), 175–197. CrossRef
Moyer, P. S., Bolyard, J. J., & Spikell, M. A. (2002). What are virtual manipulatives? Teaching Children Mathmatics, 8, 372–377.
Moyer-Packenham, P. S., Salkind, G., & Bolyard, J. J. (2008). Virtual manipulatives used by K-8 teachers for mathematics instruction: Considering mathematical, cognitive, and pedagogical fidelity. Contemporary Issues in Technology and Teacher Education, 8(3), 202–218.
National Council of Teacher of Mathematics (2008). Curriculum focal points for prekindergarten through grade 8 mathematics: A quest for coherence. Reston, VA.
Noss, R., & Hoyles, C. (2006). Exploring mathematics through construction and collaboration. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences. New York: Cambridge University Press.
Olkun, S. (2003). Comparing computer versus concrete manipulatives in learning 2D geometry. Journal of Computers in Mathematics and Science Teaching, 22(1), 43–56.
Papert, S. (1980). Mindstorms. New York: Basic Books.
Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. New York: BasicBooks.
Pea, R. (1993). Practices of distributed intelligence and design for education. In G. Salomon (Ed.), Distributed cognition. Cambridge: Cambridge University Press.
Radford, L., Edwards, L., & Arzarello, F. (2009). Introduction: Beyond words. Education Studies in Mathematics, 70, 91–95. CrossRef
Reimer, K., & Moyer, P. S. (2005). Third-graders learn about fraction using virtual manipulatives: A classroom study. Journal of Computers in Mathematics and Science Teaching, 24(1), 5–25.
Rekimoto, J. (2002). SmartSkin: An infrastructure for freehand manipulation on interactive surfaces. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems. CHI ’02 ACM Press, New York, NY, pp 113–120.
Rick, J., & Rogers, Y. (2008). From DigiQuit to DigiTile: Adapting educational technology to multi-touch table Paper presented at the IEEE Tabletops 2008 and Interactive Surfaces 2008.
Romeo, G., Edwards, S., McNamara, S., Walker, I., & Ziguras, C. (2003). Touching the screen: Issues related to the use of touchscreen technology in early childhood education. British Journal of Educational Technology, 34(3), 329–339. CrossRef
Salomon, G. (Ed.). (1993). Distributed cognitions: Psychological and educational considerations. New York: Cambridge University Press.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265–283. CrossRef
Shen, C., Vernier, F. D., Forlines, C., & Ringel, M. (2004). DiamondSpin: An extensible toolkit for around-the-table interaction. Proc. of CHI’04, 167–174.
Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge: MIT.
Strijbos, J. W., & Stahl, G. (2007). Methodological issues in developing a multi-dimensional coding procedure for small group chat communication. Learning & Instruction. Special issue on measurement challenges in collaborative learning research, 17(4), 394–404.
Suh, J., Moyer, P. S., & Heo, H.-J. (2005). Examining technology use in the classroom: Developing fraction sense using virtual manipulative concept tutorials. Journal of Interactive Online Learning, 3(4), 1–21.
Tapper, J. (2007). Tangrams and geometry concepts. Connect Magazine, 20(4), 7–11.
Teasley, S. D., & Roschelle, J. (1993). Constructing a joint problem space: The computer as a tool for sharing knowledge. In S. P. Lajoie & S. J. Derry (Eds.), Computers as cognitive tools (pp. 229–258). Mahwah: Lawrence Erlbaum Associates, Inc.
Van de Walle, J. A. (2001). Elementary and middle school mathematics: Teaching developmentally (4th ed.). New York: Longman.
van Hiele, P. M. (1999). Developing geometric thinking through activities that begin with play. Teaching Children Mathematics, 5(6), 310–316.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge: Harvard University Press.
Wertsch, J. V., & Stone, C. A. (1999). The concept of internalization in Vygotsky’s account of the genesis of higher mental functions. In P. Lloyd & C. Fernyhough (Eds.), Lev Vygotsky: Critical assessments (Vol. 1, pp. 363–380). Florence: Taylor & Francis/Routledge.
- A multimodal approach to coding discourse: Collaboration, distributed cognition, and geometric reasoning
Michael A. Evans
- Springer US
- International Journal of Computer-Supported Collaborative Learning
An Official Publication of the International Society of the Learning Sciences
Print ISSN: 1556-1607
Elektronische ISSN: 1556-1615
Neuer Inhalt/© ITandMEDIA, Best Practices für die Mitarbeiter-Partizipation in der Produktentwicklung/© astrosystem | stock.adobe.com