ERIC Number: EJ1055147
Record Type: Journal
Publication Date: 2015-Apr
Abstractor: As Provided
Reference Count: 36
Enactivism and the Study of Collectivity
Towers, Jo; Martin, Lyndon C.
ZDM: The International Journal on Mathematics Education, v47 n2 p247-256 Apr 2015
In this paper, we trace the development of our theorizing about students' mathematical understanding, showing how the adoption of an enactivist perspective has transformed our gaze in terms of the objects of our studies and occasioned for us new methods of data analysis. Drawing on elements of Pirie-Kieren (P-K) Theory for the Dynamical Growth of Mathematical Understanding, together with aspects of improvisational theory and the associated notion of coactions, we describe the ways in which we have moved from a focus on the individual learner to that of the collective. In particular, we identify how our research methods and methodology have evolved to enable us to transform our data in ways that allow us to identify, consider, and discuss collective mathematical action. Using a brief transcription of an extract of video-recorded data in which three Grade 6 students work together to find the area of a parallelogram, we share and discuss successive iterations of our data analysis process. We identify the ways in which we manipulate and rework transcriptions of group discourse to reveal the relationship between enactivist thought and processes of engagement with data involving groups of mathematics learners.
Descriptors: Mathematics Education, Cognitive Processes, Data Analysis, Research Methodology, Video Technology, Elementary School Mathematics, Grade 6, Geometric Concepts, Mathematics Activities, Group Dynamics, Discourse Analysis, Cooperative Learning
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Authoring Institution: N/A