BEGIN:VCALENDAR VERSION:2.0 PRODID:-//Memento EPFL// BEGIN:VEVENT SUMMARY:Enculturating movement: From sensorimotor schemes to mathematical structures DTSTART:20180109T111500 DTEND:20180109T120000 DTSTAMP:20260408T071206Z UID:3896475310b131df8f0ea867655580f1a5b7c091892b0e31da030c00 CATEGORIES:Conferences - Seminars DESCRIPTION:Dor Abrahamson (PhD\, Learning Sciences\, Northwestern Univers ity\, 2004) is a design-based researcher of mathematical cognition and ins truction with an appointment as Associate Professor at the Graduate School of Education\, University of California\, Berkeley\, where he runs the Em bodied Design Research Laboratory. Abrahamson draws on constructivist–en activist and sociocultural theories to inform the design of interactive ed ucational materials. In turn\, he analyzes empirical data collected in eva luation studies of these activities to develop theoretical models of mathe matics learning and to refine his pedagogical framework\, embodied design. Abrahamson has published widely in the leading journals of his field and is recipient of grants from the Spencer Foundation and the National Scienc e Foundation.\nMy educational research is motivated by an enduring theory- to-practice schism. Whereas cognitive scientists are increasingly adopting a view of mathematical reasoning as ecologically coupled sensorimotor act ivity\, classroom instruction by and large still realizes the dualist view that separates doing from thinking. We conduct design-based research stud ies of mathematical cognition\, learning\, and teaching to implement\, eva luate\, and refine essential tenets of embodiment perspectives\, and speci fically constructivist genetic epistemology as well as enactivist and dyna mical-systems theories. Our pedagogical activities are designed to inst antiate mathematical concepts as the coordination dynamics of information structures latent to interactive phenomena. That is\, we create technologi cal devices that constitute conceptual ontologies students initially assim ilate as new movement forms and then articulate in disciplinary register u sing available semiotic means of objectification.\nThe seminar will overvi ew recent findings from empirical studies using the Mathematics Imagery Tr ainer\, an exemplar of the action-based activity genre of my framework\, e mbodied design. We employ mixed methods interleaving microgenetic qualitat ive analysis of multimodal utterance with quantitative modeling and visual ization of eye-tracking data. Findings evidence the emergence of participa nts’ idiosyncratic perceptual structures guiding their enactment of goal bimanual movements as well as participants’ appropriation of the mathem atical frames of reference to promote pragmatic\, epistemic\, and argument ative efforts. I will highlight potential tensions between these emergent perceptual constructions\, which we call attentional anchors\, and structu ral features of available mathematical frames of reference. LOCATION:RLC D1 661 https://plan.epfl.ch/?room==RLC%20D1%20661 STATUS:CONFIRMED END:VEVENT END:VCALENDAR