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SUMMARY:Enculturating movement: From sensorimotor schemes to mathematical 
 structures
DTSTART:20180108T151500
DTEND:20180108T160000
DTSTAMP:20260415T024238Z
UID:9134f85727cb0882e8569717b81b962479552cb283bf45fcfb425893
CATEGORIES:Conferences - Seminars
DESCRIPTION:Prof. Dor Abrahamson\, University of California\, Berkeley\n\n
 Bio:\n\nDor Abrahamson (PhD\, Learning Sciences\, Northwestern University\
 , 2004) is a design-based researcher of mathematical cognition and instruc
 tion with an appointment as Associate Professor at the Graduate School of 
 Education\, University of California\, Berkeley\, where he runs the Embodi
 ed Design Research Laboratory. Abrahamson draws on constructivist–enacti
 vist and sociocultural theories to inform the design of interactive educat
 ional materials. In turn\, he analyzes empirical data collected in evaluat
 ion studies of these activities to develop theoretical models of mathemati
 cs learning and to refine his pedagogical framework\, embodied design. Abr
 ahamson has published widely in the leading journals of his field and is r
 ecipient of grants from the Spencer Foundation and the National Science Fo
 undation.\nMy educational research is motivated by an enduring theory-to-p
 ractice schism. Whereas cognitive scientists are increasingly adopting a v
 iew of mathematical reasoning as ecologically coupled sensorimotor activit
 y\, classroom instruction by and large still realizes the dualist view tha
 t separates doing from thinking. We conduct design-based research studies 
 of mathematical cognition\, learning\, and teaching to implement\, evaluat
 e\, and refine essential tenets of embodiment perspectives\, and specifica
 lly constructivist genetic epistemology as well as enactivist and dynamica
 l-systems theories. Our pedagogical activities are designed to instanti
 ate mathematical concepts as the coordination dynamics of information stru
 ctures latent to interactive phenomena. That is\, we create technological 
 devices that constitute conceptual ontologies students initially assimilat
 e as new movement forms and then articulate in disciplinary register using
  available semiotic means of objectification.\nThe seminar will overview r
 ecent findings from empirical studies using the Mathematics Imagery Traine
 r\, an exemplar of the action-based activity genre of my framework\, embod
 ied design. We employ mixed methods interleaving microgenetic qualitative 
 analysis of multimodal utterance with quantitative modeling and visualizat
 ion of eye-tracking data. Findings evidence the emergence of participants
 ’ idiosyncratic perceptual structures guiding their enactment of goal bi
 manual movements as well as participants’ appropriation of the mathemati
 cal frames of reference to promote pragmatic\, epistemic\, and argumentati
 ve efforts. I will highlight potential tensions between these emergent per
 ceptual constructions\, which we call attentional anchors\, and structural
  features of available mathematical frames of reference.
LOCATION:RLC D1 661 https://plan.epfl.ch/?room==RLC%20D1%20661
STATUS:CANCELLED
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