Making Thinking Visible Across Settings: Bridging Walking Scale Geometry With Classroom Learning

• In Event: Representations of/for Learning

Abstract

This paper uses data from a design study of a large scale, multi-party geometry learning setting called Walking Scale Geometry (WSG) to explore how different two representational objects, still images and student-produced instructional videos, served as resources meant to help make student thinking and experiences visible to each other and the teacher in the classroom. Because WSG took place outside at large scale, it was necessary to find ways to represent WSG activity in class discussion. I provide evidence and an argument for designing representations that highlight problem solving processes and strategies as well as finished products to more effectively bridge students’ out-of-class experiences with in-class learning.

Author

• Jasmine Y. Ma, New York University