In-Sight Out: Challenges and Opportunities in Learning Mathematics Through Negotiating Egocentric and Allocentric Perspectives

Session Type: Symposium

Abstract

Situated collaborative mathematics learning has been characterized as a negotiation between different perspectives that participants tacitly bring to bear in making sense of problematic situations. In this symposium, a collective of independent design-based research projects pool their insights on how participants in experimental pedagogical activities negotiated specifically across egocentric vs. allocentric perceptions of spatial displays, eventually leading to emergent insights that proved critical in grounding new concepts. We draw tentative inferences for a heuristic design framework oriented on supporting mathematics learning through encountering, surfacing, and reconciling perspectival tensions. Finally, we suggest how researchers may leverage analogous perspectival negotiations when investigating empirical learning data. As body-scale XR infuses classrooms, our insights could inform practices for expressing these experiences in normative forms.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Dor Abrahamson, University of California - Berkeley

Papers

• Walking the Number Line: Toward an Enactive Understanding of Integer Arithmetic - Jacqueline Anton, University of California - Berkeley

• Grounding Geometry as Movement Discourse: The Case of Auxiliary Constructions in Balinese Dance - Ratih Ayu Apsari, University of California - Berkeley

• Angling the Stars: A Geometry Design Reconciling Indigenous and Colonial Perceptions - Jessica K. Benally, University of California - Berkeley

• Negotiating First-Person and Third-Person Perspectives in Microphenomenological Research on Diagrammatic Reasoning - Julien Putz, University of California - Berkeley

Discussants

• Jacqueline Anton, University of California - Berkeley

• Susan Gerofsky, University of British Columbia