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Representational Practices in VMT

  • Richard Medina
  • Daniel D. Suthers
  • Ravi Vatrapu
Chapter
Part of the Computer-Supported Collaborative Learning Series book series (CULS, volume 11)

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.

Keywords

Inscription representation shared practices member methods 

Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  • Richard Medina
    • 1
  • Daniel D. Suthers
    • 1
  • Ravi Vatrapu
    • 1
  1. 1.Information & Computer SciencesUniversity of Hawai‘iMānoaUSA

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