An Activity-Theoretic Approach to Multi-Touch Tools in Early Mathematics Learning

• Autores: Silke Ladel, Ulrich Kortenkamp
• Localización: International Journal for Technology in Mathematics Education, ISSN 1744-2710, Vol. 20, Nº. 1, 2013 (Ejemplar dedicado a: Activity Theoretical Approaches to Mathematics Classroom Practices with the Use of Technology - Part 2), págs. 3-8
• Idioma: inglés
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• Resumen

  • In this article we present an activity theory based framework that can capture the complex situations that arise when modern technology like multi-touch devices are introduced in classroom situations. As these devices are able to cover more activities than traditional technologies, even computer-based, media, we have to accept that they now take a larger role in the model of interactions. We reflect this fact by moving the artefact into the centre of our observations, leading to an artefact-centric activity theory (ACAT). The theory was developed in the need of analysing learning environments for primary maths education.