Multimodality in multi-representational environments

Arzarello, Ferdinando; Robutti, Ornella

doi:10.1007/s11858-010-0288-z

Cited by 45 publications

(13 citation statements)

References 12 publications

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“…This systemic approach is still fundamental, although, on the one hand, additional components have strongly emerged and are well acknowledged at the international level (e.g., for studies on beliefs and affect issues, see Di Martino & Zan, 2011, and for multimodality in the teaching and learning of mathematics, see Arzarello & Robutti, 2010) and, on the other hand, the landscape has changed with, for instance, the impact of technologies, the attention to students with special needs, the major issue of teacher education, and the awareness of multicultural aspects.…”

Section: A Retrospective Analysis 30 Years Later: Some Examples From mentioning

confidence: 99%

The Italian Didactic Tradition

et al. 2019

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Starting with a historic overview highlighting the increasing interest and involvement of the community of mathematicians in educational issues, the chapter outlines some of the crucial features that shaped Italian didactics and, more specifically, the emergence of research studies on mathematics education. Some of these features are related to local conditions, for instance, the high degree of freedom left to the teacher in the design and realization of didactic interventions. The specificity of the Italian case can also be highlighted through a comparison with the reality of other countries. The fruitfulness of this comparison is presented by reporting on collective and personal collaboration experiences between the French and Italian research communities. A final contribution, coming from East Asia, puts the Italian tradition under the lens of a completely new eye, and invites reflection upon historical and institutional aspects of the Italian tradition.

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Section: A Retrospective Analysis 30 Years Later: Some Examples From mentioning

confidence: 99%

The Italian Didactic Tradition

et al. 2019

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“…The 'player agency' enforces an antagonistic perspective of micropollution as the obstacle to the player's goal. The 'deployment' and 'resources' of Project:Filter supports a free, multimodal approach which aimed to develop literacy and communication skills (McGinnis, 2007;Jewitt, 2008;Arzarello & Robutti, 2010;Lotherington & Jenson, 2011). 'Quality assurance' concerns the maintenance and validation of the game's standards in terms of design, programming, and assessment of user experience (Novak, 2005;Schultz & Bryant, 2016).…”

Section: Figure 1: Screenshot Of Project:filtermentioning

confidence: 99%

Project:Filter - Using Applied Games to Engage Secondary Schoolchildren with Public Policy

Reid¹

2019

JVWR

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Applied games present a twenty-first-century method of consuming information for a specific purpose beyond pure entertainment. Objectives such as awareness and engagement are often used as intended outcomes of applied games in alignment with strategic, organizational, or commercial purposes. Applied games were highlighted as an engagement-based outcome to explore noPILLS, a pan-European policy research project which presented policy pointers and suggested methods of interventions for reducing micropollution within the wastewater treatment process. This paper provides an assessment of a video game which was developed for the purpose of public engagement with policy-based research. The video game, Project:Filter, was developed as a means of communicating noPILLS to secondary school children in Scotland as part of a classroom-based activity. Knowledge development and engagement were identified using Interpretative Phenomenological Analysis to evidence topical awareness, depth of understanding, and suggested methods of intervention. Analysis of observations also provided insights into challenges surrounding logistics, pedagogy, social interactions, learning, and gender as contributing factors to the schoolchildren’s experiences of Project:Filter. The intention of this paper is two-fold: firstly, to provide an example of developing video games from policy-based research; and secondly, to suggest methods of phenomenological assessment for identifying play-based engagement.

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“…A manipulação touchscreen é interpretada como um conjunto de inputs e outputs (entradas e saídas) com os dedos, que resultam em feedbacks imediatos na tela dos dispositivos (Arzarello et al, 2014). Por conseguinte, manipulação touchscreen é uma ação humana, corporificada, simulada (Hostetter & Alibali, 2008), cultural e multimodal, que também pode revelar o pensamento dos aprendizes quando eles trabalham nas tarefas matemáticas (Arzarello & Robutti, 2010, Radford, 2014.…”

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As Manipulações em Tela Compondo a Dimensão Corporificada da Cognição Matemática

Bairral

2017

JIEEM

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ResumoDispositivos móveis com tela sensível ao toque estão nas mãos de todos. Ou, ainda, as mãos do homem da atualidade espelham smartphone. É difícil hoje imaginar o cotidiano sem um celular conectado e seus diferentes aplicativos. Do mesmo modo que o surgimento do compasso e de outros recursos de desenho mudou a forma de construir e entender conceitualmente determinado objeto matemático, os ambientes móveis de construção dinâmica também estão trazendo alterações ao aprendizado nos dias atuais. Este artigo traz ideias do campo da cognição, da linguagem e da neurociência para mostrar como elas podem orientar pesquisas com dispositivos com toques em tela; articula algumas dessas ideias a exemplos focados em formas de giro em uma tela ou com o próprio dispositivo; e ressalta as manipulações em tela como mais uma dimensão da cognição corporificada. Sublinha também a necessidade de incluir no pacote semiótico (escrita, fala, registros, construções em tela etc.) essa nova forma de interação e de manifestação e apropriação da linguagem. AbstractMobile devices with touchscreen are on the hands of all. Or rather, nowadays our hands mirror smartphone. It is difficult to imagine the daily lives without a connected cell phone and its different APP. In the same sense that the emergence of compass and other drawing resources changed the way we construct and conceptually understand a particular mathematical object, dynamic mobile environments are bringing for learning nowadays. In this article I bring ideas from the field of cognition, language, and neuroscience to show how they can guide researches with touchscreen devices. I articulate some of these ideas to examples focused on ways of turning on a screen or with the device itself. The article highlights the manipulations on screen as one more dimension of embodied cognition. It also emphasizes the need to include in the semiotic bundle (writing, speech, inscriptions, constructions on screen, etc.) this new form of interaction and manifestation and appropriation of language.

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Multimodality in multi-representational environments

Cited by 45 publications

References 12 publications

The Italian Didactic Tradition

The Italian Didactic Tradition

Project:Filter - Using Applied Games to Engage Secondary Schoolchildren with Public Policy

As Manipulações em Tela Compondo a Dimensão Corporificada da Cognição Matemática

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