Connecting and Integrating Theoretical Frames: The TELMA Contribution

Artigue, Michèle; Cerulli, Michele; Haspékian, Mariam; Maracci, Mirko

doi:10.1007/s10758-009-9157-7

Cited by 30 publications

(8 citation statements)

References 9 publications

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“…At other times, however, attempts to resolve communication breakdowns are lost in translation, as it dawns on the teams that they are each speaking about something completely different. For example, collaborating mathematics-education researchers might realize that their most fundamental epistemological frameworks are incorrigibly disparate (Artigue, Cerulli, Haspekian, & Maracci, 2009). What happens then?…”

Section: Teaming Interdisciplinary Practitioners: Beliefs Boundary Omentioning

confidence: 99%

Interfacing practices: domain theory emerges via collaborative reflection

Abrahamson

Chase

2015

Reflective Practice

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Can reflective practice help an interdisciplinary team collaborate? When a new team begins negotiating their working process toward achieving project deliverables, members implicitly bring diverse professional practices to the table. Once minimal common ground has been established, members specify what they each need from the other in order to implement their respective expertise. This process of imposing mutual constraints results in adjusted workflow protocols that may modify participants' regular course of action yet are vital for facilitating the collaboration. Yet, we argue, this discursive process of negotiating collaboration protocols in interdisciplinary projects may result in more than just surface reconfiguration of local practices. The negotiation may yield an articulated reification of implicit know-how in the form of new theoretical constructs bearing potential impact beyond the local context of the project. We support the argument by presenting and analyzing archived records gathered from an interdisciplinary project, in which educational researchers and technology engineers collaborated in creating new instructional media for young mathematics students. In the course of struggling to formulate a mutually coherent workflow, the team 'stepped back' to formulate new goals that would address their coordination challenges. In turn, these goals implicated a new theoretical architecture that we present.

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Section: Teaming Interdisciplinary Practitioners: Beliefs Boundary Omentioning

confidence: 99%

Interfacing practices: domain theory emerges via collaborative reflection

Abrahamson

Chase

2015

Reflective Practice

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“…Reports on DBR studies often do not achieve satisfactory coherence among theoretical perspectives, instructional design, and a posteriori analysis (Abrahamson & Wilensky, 2007;Artigue, Cerulli, Haspekian, & Maracci, 2009;Kelly, 2004;Puntambekar & Sandoval, 2009;Ruthven, Laborde, Leach, & Tiberghien, 2009). We attempt to achieve such coherence as follows: (a) our post-hoc analytic attention to the multimodality of discourse in our empirical data resonates with the epistemological commitments underlying our embodied-design framework (Abrahamson, 2009d); and (b) probability is a suitable content domain for the study of multimodal reasoning, because the challenges of expressing randomness numerically may impel students to resort to alternative discursive genres such as metaphor (Rubin & Hammerman, 2007).…”

Section: Methodsmentioning

confidence: 99%

Try to See It My Way: The Discursive Function of Idiosyncratic Mathematical Metaphor

Abrahamson

Gutiérrez

Baddorf

2012

Mathematical Thinking and Learning

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What are the nature, forms, and roles of metaphors in mathematics instruction ? We present and closely analyze three examples of idiosyncratic metaphors produced during one-to-one tutorial clinical interviews with 11-year-old participants as they attempted to use unfamiliar artifacts and procedures to reason about realistic probability problems. Our interpretations of these episodes suggest that metaphor is both spurred by and transformative of joint engagement in situated activities: metaphor serves individuals as semiotic means of objectifying and communicating their own evolving understanding of disciplinary representations and procedures, and its multimodal instantiation immediately modifies interlocutors' attention to and interaction with the artifacts. Instructors steer this process toward normative mathematical views by initiating, modifying, or elaborating metaphorical constructions. We speculate on situation parameters affecting students' utilization of idiosyncratic resources as well as how socio-mathematical license for metaphor may contribute to effective instructional discourse.

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“…A wide range of theoretical approaches can be used to address the usefulness of digital tools in mathematics education (Artigue, Cerulli, Haspekian, & Maracci, 2009;Drijvers et al, 2010). No one of these approaches is ready-made to address the purpose of this work.…”

Section: Theoretical Frameworkmentioning

confidence: 99%