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Интеллектуальная Система Тематического Исследования НАукометрических данных |
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Eye movements in emerging conceptual understanding of rectangle areaтезисы доклада
- Автор: Shvarts A.
- Сборник: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education
- Том: 1
- Тезисы
- Год издания: 2017
- Место издания: PME Singapore
- Первая страница: 268
- Последняя страница: 268
- Аннотация: According to ecological dynamics approach (Abrahamson & Sanchez-Garcia, 2016), mathematical concepts emerge from personal embodied activities. First manifestation of a new concept emergence can be disclosed as specific eye-movements that signify an attentional anchor, namely a new way of perception that accompanies a new sensory-motor scheme. This research is devoted to an area concept, while previous empirical data within this approach were obtained in the studies of a ratio concept. Principles of embodied design (Abrahamson, 2014) were implemented in interactive computer tasks on the area of a rectangle. The top left vertex of the rectangle was fixed in the left top corner of the monitor, while a participant could move the opposite vertex and change the size and form of the rectangular. The rectangle turned to be green when it had some fixed area and turned to be red in all other cases. Clinical semi-structured interviews with 13 participants (10-11 years) were conducted, while they were learning to keep the rectangle green and disclosing the rule when it was green. I used Pupil-labs head mounted eye-tracker with frequency 60Hz in order to keep track of the participants’ eye-movements during the learning. At first the students were trying to transform the rectangle by moving its vertex horizontally or vertically and this strategy was accompanied by the vertical and horizontal eye movements since the students were controlling the width and the length alternately. In most participants, with time hand movements became fluent while eye-movements transformed to one drifting fixation at the centre of the rectangle or somewhere in between of the centre and the mouse pointer. In these cases a new conceptual understandings started to emerge. Students were searching for a word that would express their embodied experience: “It is as if I am making it from plasticine all the time…, I can make it longer, but the amount of plasticine is still the same”, “It has constant size, not size… constant volume! Or…no… how to call it… constant area!” I consider this fixation as an attentional anchor: students acquired a new motor scheme and they could see the rectangular as a whole figure and disclose area constancy as its feature. Thus interactive embodied design is an effective way to let students experience area, and our eye-tracking data confirm that a new concept emergence is accompanied by restructuring of the perceptive actions. Abrahamson, D. (2014). Building educational activities for understanding: An elaboration on the embodied-design framework and its epistemic grounds. International Journal of Child-Computer Interaction, 2(1), 1–16. Abrahamson, D., & Sanchez-Garcia, R. (2016). Learning is moving in new ways: the ecological dynamics of mathematics education. The Journal of the Learning Sciences, (25), 203–239.
- Добавил в систему: Шварц Анна Юрьевна