Abstract
This empirical study applies the analytical apparatus of Mason’s shifts of attention theory to investigate why and how using physical models of different scales can facilitate learning of (spatial) geometry. In the presented case study, six high school students learned the properties of icosahedron by constructing and exploring physical models. Shifts in the focus and structures of attention were associated with multimodal perception and collaborative physical actions of students with and through the models. Models of different scales landed students different affordances for exploration, facilitating noticing of invariant scale-free features of a geometric object and influencing the dynamic of student collaboration.
| Original language | English |
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| Title of host publication | Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022 |
| Editors | Ceneida Fernández, Salvador Llinares, Ángel Gutiérrez, Núria Planas |
| Publisher | Psychology of Mathematics Education (PME) |
| Pages | 275-282 |
| Number of pages | 8 |
| ISBN (Print) | 9788413021775 |
| State | Published - 2022 |
| Event | 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022 - Alicante, Spain Duration: 18 Jul 2022 → 23 Jul 2022 |
Publication series
| Name | Proceedings of the International Group for the Psychology of Mathematics Education |
|---|---|
| Volume | 3 |
| ISSN (Print) | 0771-100X |
| ISSN (Electronic) | 2790-3648 |
Conference
| Conference | 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022 |
|---|---|
| Country/Territory | Spain |
| City | Alicante |
| Period | 18/07/22 → 23/07/22 |
Bibliographical note
Publisher Copyright:© 2022, Psychology of Mathematics Education (PME). All rights reserved.