It Takes Two to OЯTHO: A Tabletop Action-Based Embodied Design for the Cartesian System

被引:0
作者
Katarzyna Potega vel Żabik [1 ]
Dor Abrahamson [2 ]
Ilona Iłowiecka-Tańska [3 ]
机构
[1] Copernicus Science Centre,Copernican Revolution Lab
[2] University of California,undefined
[3] Korea University,undefined
关键词
Co-operative action; Embodied design; Enactivism; Joint action; Mathematics education; Museum exhibit;
D O I
10.1007/s40751-024-00139-8
中图分类号
学科分类号
摘要
The OЯTHO exhibit, situated within the LivingLab at Copernicus Science Centre (CSC) in Warsaw, Poland, introduces visitors to the Cartesian principles of representing numerical data as points in a two-dimensional space—the coordinate system. This interactive tabletop digital exhibit takes the form of a collaborative two-player game where participants manually control a virtual ball’s x- and y-axis values, respectively, to navigate it through maze-like paths, with the objective of completing the course in the shortest time and with the fewest moves. An action-based embodied design, OЯTHO draws on: (1) the enactivist tenet that individuals’ cognitive structures emerge from recurring task-effective sensorimotor patterns discovered through explorative perceptuomotor activity; and (2) cognitive-anthropological theorizations of shared ontologies as emerging through multimodal social interaction to facilitate the coordinated enactment of joint action. We overview the exhibit’s theoretical underpinnings and design conjectures; detail design challenges particular to the museum context, both in terms of the institution’s civic mandate and in terms of attracting and sustaining user engagement; present the exhibit itself; and speculate on the typology of research projects centered on mixed-methods multimodal data analysis based on expected 70,000 annual users.
引用
收藏
页码:189 / 201
页数:12
相关论文
共 25 条
  • [1] 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 1-16
  • [2] Abrahamson D(2011)Hooks and shifts: A dialectical study of mediated discovery Technology, Knowledge, and Learning 16 55-85
  • [3] Trninic D(1981)The interpretation of graphs representing situations For the Learning of Mathematics 2 34-42
  • [4] Gutiérrez JF(1991)The development of expertise in geography: A cognitive-developmental approach to geographic education Annals of the Association of American Geographers 81 304-327
  • [5] Huth J(2013)The co-operative, transformative organization of human action and knowledge Journal of Pragmatics 46 8-23
  • [6] Lee RG(1990)Functions, graphs, and graphing: Tasks, learning, and teaching Review of Educational Research 60 1-64
  • [7] Bell A(2013)Playing mathematical instruments: Emerging perceptuomotor integration with an interactive mathematics exhibit Journal for Research in Mathematics Education 44 372-415
  • [8] Janvier C(2020)Shaping perception: Designing for participatory facilitation of collaborative geometry. In R. Nemirovsky & N. Sinclair (Eds.), On the intertwined contributions of physical and digital tools for the teaching and learning of mathematics [Special issue] Digital Experiences in Mathematics Education 6 213-232
  • [9] Downs RM(2003)Development of mathematical concepts of two-dimensional space in grid environments: An exploratory study Cognition and Instruction 21 285-324
  • [10] Liben LS(undefined)undefined undefined undefined undefined-undefined