Who Constructs Constraints? An Ecological-Dynamics Comparison of Two Dynamic Mathematics Environments' Design Rationales

• In Event: Marriott Roundtable Session 20
  In Roundtable Session: Design Considerations in Mathematics Learning

Abstract

Dynamic mathematics environments (DME) are interactive technological modules for learning curricular content through engaging in inquiry-based activities oriented on manipulating virtual objects. In DMEs, mathematical ontologies, e.g., “parallelogram,” are coded into the activity space as a set of to-be-discovered functional interdependencies among figural elements and feedback cues. This conceptual paper draws on the systemic theory of ecological dynamics to characterize student activity in two DME designs as shaped by constraints that are either a priori inherent in the environment (GeoGebra) or ad hoc emergent in the task (Mathematics Imagery Trainer). In turn, drawing on enactivist philosophy, we conjecture the differential cognitive effects of these distinct constraint regimes. We outline empirical research to compare the pedagogical entailments of these two rationales.

Authors

• Dor Abrahamson, University of California - Berkeley

• Rotem Abdu, University of Haifa