Learning is moving in new ways: The ecological dynamics of mathematics education

ABACUS/Manakin Repository

Show simple item record

dc.contributor.author Abrahamson, Dor
dc.contributor.author Sánchez García, Raúl
dc.date.accessioned 2017-06-20T09:31:33Z
dc.date.available 2017-06-20T09:31:33Z
dc.date.issued 2016
dc.identifier.citation Abrahamson, D., & Sánchez-García, R. (2016). Learning is moving in new ways: The ecological dynamics of mathematics education. Journal of the Learning Sciences, 25(2), 203-239. DOI: 10.1080/10508406.2016.1143370 spa
dc.identifier.issn 10508406
dc.identifier.issn 15327809
dc.identifier.uri http://hdl.handle.net/11268/6484
dc.description.abstract Whereas emerging technologies, such as touchscreen tablets, are bringing sensorimotor interaction back into mathematics learning activities, existing educational theory is not geared to inform or analyze passages from action to concept. We present case studies of tutor–student behaviors in an embodied-interaction learning environment, the Mathematical Imagery Trainer. Drawing on ecological dynamics—a blend of dynamical-systems theory and ecological psychology—we explain and demonstrate that: (a) students develop sensorimotor schemes as solutions to interaction problems; (b) each scheme is oriented on an attentional anchor—a real or imagined object, area, or other aspect or behavior of the perceptual manifold that emerges to facilitate motor-action coordination; and (c) when symbolic artifacts are introduced into the arena, they may both mediate new affordances for students’ motor-action control and shift their discourse into explicit mathematical re-visualization of the environment. Symbolic artifacts are ontological hybrids evolving from things with which you act to things with which you think. Students engaged in embodied-interaction learning activities are first attracted to symbolic artifacts as prehensible environmental features optimizing their grip on the world, yet in the course of enacting the improved control routines, the artifacts become frames of reference for establishing and articulating quantitative systems known as mathematical reasoning. spa
dc.description.sponsorship SIN FINANCIACIÓN spa
dc.language.iso eng spa
dc.title Learning is moving in new ways: The ecological dynamics of mathematics education spa
dc.type article spa
dc.description.impact 2.297 JCR (2016) Q1, 25/235 Education and Educational Research, 14/58 Psychology, Educational spa
dc.identifier.doi 10.1080/10508406.2016.1143370
dc.rights.accessRights closedAccess spa
dc.subject.uem Matemáticas - Enseñanza spa
dc.subject.unesco Enseñanza de las matemáticas spa
dc.description.filiation UEM spa
dc.relation.publisherversion http://www.tandfonline.com/doi/full/10.1080/10508406. 2016.1143370 spa
dc.peerreviewed Si spa

Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record