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Intersecting representation and communication infrastructures

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Abstract

We analyze the intersection of new forms of representation infrastructures in a particular dynamic mathematics software (SimCalc MathWorlds®) with the affordances of available communication infrastructures (both hardware and software). We describe the fundamental design principles from a software and curriculum perspective of why these two infrastructures can be overlapped in educational environments for important and meaningful learning outcomes. The products of this intersection result in new modes of expression (in terms of gesture, deixis and informal/formal registers), classroom identity formation in mathematically-meaningful ways, and pedagogy in terms of activity structure and intentionality. We exemplify the results of such intersection on classroom learning, participation and motivation.

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Notes

  1. By affordance we mean a quality of an object, or an environment, that allows an individual to perform an action. We thank one of our reviewers for offering us a succinct and meaningful definition.

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Acknowledgments

We wish to thank Bill Penuel for his help in parts of the data analysis that are included in this paper and his sound advice during the project. This work is based upon work supported by the National Science Foundation under grant REC-0337710 and the Institute of Education Sciences at the US Department of Education under grant R305B070430. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of these agencies.

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  1. James J. Kaput Center for Research and Innovation in Mathematics Education, University of Massachusetts Dartmouth, 200 Mill Road, Suite 150B, Fairhaven, MA, 02719, USA

    Stephen J. Hegedus & Luis Moreno-Armella

  2. Cinvestav, Mexico D.F., Mexico

    Luis Moreno-Armella

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  1. Stephen J. Hegedus
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Correspondence to Stephen J. Hegedus.

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Hegedus, S.J., Moreno-Armella, L. Intersecting representation and communication infrastructures. ZDM Mathematics Education 41, 399–412 (2009). https://doi.org/10.1007/s11858-009-0191-7

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