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INFRASTRUCTURE TO SUPPORT STUDENTS EXERCISING CONCEPTUAL AGENCY.

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Title: INFRASTRUCTURE TO SUPPORT STUDENTS EXERCISING CONCEPTUAL AGENCY.
Authors: Nichols-Paez, Isaac1 isaac.t.nichols@vanderbilt.edu, Brady, Corey1 corey.brady@vanderbilt.edu
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 11/14/2019, p72-80. 9p.
Subject Terms: Student engagement, Rational numbers, Mathematics education, Educational technology, NetLogo (Computer program language)
Abstract: Generative activities have been shown to support students to engage in space-creating play and exercise their conceptual agency to generate a mathematical space (e.g. Stroup et al. 2004), yet these studies implement generative activities only with their resonating counterpart, classroom networks, technological infrastructures that connect multiple, co-present students into a shared, digital representation. Because these technologies are in continuous redesign and still inaccessible to many classrooms, we need to understand the crucial features their infrastructure provides to the classroom system. By analyzing the strains on the classroom without classroom networks and how they relieved that pressure and revive the system, we found that the collective public displays provided students with a collective orientation and a sense of connection and individualism. [ABSTRACT FROM AUTHOR]
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Description
Abstract:Generative activities have been shown to support students to engage in space-creating play and exercise their conceptual agency to generate a mathematical space (e.g. Stroup et al. 2004), yet these studies implement generative activities only with their resonating counterpart, classroom networks, technological infrastructures that connect multiple, co-present students into a shared, digital representation. Because these technologies are in continuous redesign and still inaccessible to many classrooms, we need to understand the crucial features their infrastructure provides to the classroom system. By analyzing the strains on the classroom without classroom networks and how they relieved that pressure and revive the system, we found that the collective public displays provided students with a collective orientation and a sense of connection and individualism. [ABSTRACT FROM AUTHOR]