Show simple item record



Item Description

dc.contributor.author Medina, Richard en_US
dc.contributor.author Suthers, Daniel D en_US
dc.contributor.author Vatrapu, Ravi en_US
dc.date.accessioned 2012-06-15T20:41:08Z en_US
dc.date.available 2012-06-15T20:41:08Z en_US
dc.date.issued 2009 en_US
dc.identifier.citation Medina, R., Suthers, D. D., & Vatrapu, R. (2009). Representational practices in VMT. In G. Stahl (Ed.), Studying Virtual Math Teams (pp. 185-205). Cambridge, MA: MIT Press. en_US
dc.identifier.uri http://hdl.handle.net/10125/22845 en_US
dc.description.abstract This chapter analyzes the interaction of three students working on mathematics problems over several days in a virtual math team. Our analysis traces out how successful collaboration in a later session was contingent upon the work of prior sessions, and shows how representational practices are important aspects of these participants’ mathematical problem solving. We trace the formation, transformation and refinement of one problem-solving practice—problem decomposition—and three representational practices—inscribe first solve second, modulate perspective and visualize decomposition. The analysis is of theoretical interest because it suggests that “situated cognition” is contingent upon not only the immediate situation but also the chronologically prior resources and associated practices; shows how inscriptions become representations for the group through an interactive process of interpretation; and sheds light on “group cognition” as an interactional process that is not identical to individual cognition yet that draws upon a dynamic interplay of individual contributions. en_US
dc.title Representational practices in VMT. en_US
dc.type Book Chapter en_US
dc.type.dcmi Text en_US

Item File(s)

Files Size Format View
Medina-etal-VMT-2009.pdf 544.9Kb PDF View/Open

This item appears in the following Collection(s)

Show simple item record

Search


Advanced Search

Browse

My Account

Statistics

About