Disciplined Perception: Learning to See in Technoscience

Stevens, Reed; Hall, Rogers

doi:10.1017/cbo9780511571251.007

Cited by 176 publications

(119 citation statements)

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“…The data we present here is taken from a six-month ethnographic study of young people's game play that was conducted as part of a broader effort to understand how people think and learn across settings such as school, work, and home (Bransford et al 2006;Stevens 2000a;Stevens and Hall 1998;Stevens et al 2005Stevens et al , 2006Stevens et al , 2008. Research on learning in everyday non-school settings is vastly underrepresented in comparison to research that takes place in laboratories and schools (Bransford et al 2006).…”

Section: Data Sources and Methods Of Analysismentioning

confidence: 99%

“…The benefit of having both the in-game and in-room recordings is that we are able to attend to important in-room resources that are often left out of research on game play . We began our analysis by content logging the recorded videos (totaling over 100 hours) with written descriptions of activity across the game and the room marked with specific instances for more detailed analysis (Goodwin and Goodwin 1998;Jordan and Henderson 1995;Stevens and Hall 1998). We then used the content logs to build cases in categories, like quantitative practices, as part of our comparative analysis of learning across settings.…”

Section: Data Sources and Methods Of Analysismentioning

confidence: 99%

“…However, recent studies have identified the question of how representational states are created and disrupted as a problem for both distributed cognition and the learning sciences (Hall et al 2002(Hall et al , 2004Stevens and Hall 1998). When appropriate we use Hutchins' definition of learning as ''adaptive reorganization in a complex system'' (Hutchins 1995a, p. 289).…”

Section: A Distributed Framework For Analyzing Game Playmentioning

confidence: 99%

“…However, like others Ochs et al 1992;Stevens and Hall 1998), our work parts ways from Vygotsky's hypothesis that scientific thinking is necessarily an outcome of formal schooling.…”

mentioning

confidence: 98%

“…The term 'quantitative practice' is used in reference to how people make use of quantities in their everyday activities (Beach 1995;de la Rocha 1986;Lave 1988;Scribner 1997;Stevens 1999;Stevens and Hall 1998). We withhold the terms 'mathematical practice' and 'scientific practice' because of their relation to formal disciplines that are closely tied to educational and professional contexts.…”

mentioning

confidence: 99%

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Playing with Representations: How Do Kids Make Use of Quantitative Representations in Video Games?

Satwicz

Stevens

2008

Int J Comput Math Learning

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This paper describes the use of quantities in video games by young people as part of a broader effort to understand thinking and learning across naturally occurring contexts of activity. Our approach to investigating the use of quantities in game play is ethnographic; we have followed eight children over a six-month period as they play their own games at home. The data set is composed of video recordings and artifact-based interviews. The concept of disciplined perception is used to understand how quantities are coordinated during game play. The current study shows young people using quantities in games to make predictions and organize their actions based on those predictions. Some ideas based on the study's findings for using video games in school are discussed.

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Section: Data Sources and Methods Of Analysismentioning

confidence: 99%

Section: Data Sources and Methods Of Analysismentioning

confidence: 99%

Section: A Distributed Framework For Analyzing Game Playmentioning

confidence: 99%

“…However, like others Ochs et al 1992;Stevens and Hall 1998), our work parts ways from Vygotsky's hypothesis that scientific thinking is necessarily an outcome of formal schooling.…”

mentioning

confidence: 98%

mentioning

confidence: 99%

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Playing with Representations: How Do Kids Make Use of Quantitative Representations in Video Games?

Satwicz

Stevens

2008

Int J Comput Math Learning

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Mathematical Learning

Lehrer

Lesh

2003

Handbook of Psychology

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Lehrer and Lesh review research in the psychology of mathematical learning and mathematics education through a genetic, developmental framework that reflects both cognitive and sociocultural perspectives on learning. The authors examine individual cognitive processes and sociocultural contexts that underscore mathematical thinking. Origins of mathematical learning are linked to the development of argument. The role of inscriptions, notations and symbolic patterns are reviewed as a distinct form of mathematical literacy. These ideas are applied to studies of geometry measurement that stress spatial visualization and to mathematical modeling. A final section presents implications for classroom learning and describes how to create a classroom culture that values mathematical explanation, thinking, and instructional design.

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Mathematical Learning

Lehrer¹,

Lesh

2012

Handbook of Psychology, Second Edition

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Disciplined Perception: Learning to See in Technoscience

Cited by 176 publications

References 0 publications

Playing with Representations: How Do Kids Make Use of Quantitative Representations in Video Games?

Playing with Representations: How Do Kids Make Use of Quantitative Representations in Video Games?

Mathematical Learning

Mathematical Learning

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