Coming to See Action as Symbol: the Computer as Collaborator
Name
40751_2020_Article_65.pdf
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426.94 KB
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Unknown
Checksum (MD5)
1dd74eb99ac1006097a831d96cce4d7d
Author(s)
Bamberger, Jeanne
Date Issued
May 2020
Journal
Digital Experiences in Mathematics Education
Publisher
Springer International Publishing
Version
Final published version
Abstract
Our work with young children began as a project and a place that we called The Laboratory for Making Things. Our hypothesis was that deep learning could accrue in an environment where projects were designed that used differing kinds of objects/materials, that utilized differing sensory modalities, that held the potential for differing modes of description, but that shared conceptual underpinnings. This article focuses on the work of one eight-year-child, whom I call Laf, whose most notable quality was integrity – he needed to understand for himself. I trace Laf’s work as an example of a response to the question I had put to myself: Could the computer be a collaborator in helping children effectively make moves between their own body actions in clapping and the necessary numerical–symbolic instructions to make the computer drums play what they had clapped?
MIT Department
Massachusetts Institute of Technology. Music and Theater Arts Section
Terms of Use
Creative Commons Attribution
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1007/s40751-020-00065-5
