Fixing the Crooked Heart: How Aesthetic Practices Support Sense Making in Mathematical Play

2022 ◽  
Vol 53 (1) ◽  
pp. 41-64
Keyword(s):  
Interaction Analysis ◽  
Video Data ◽  
Sense Making ◽  
Children’S Perspectives ◽  
Mathematical Objects ◽  
Mathematics Educators ◽  
Mathematical Play ◽  
Informal Context

We build on mathematicians’ descriptions of their work and conceptualize mathematics as an aesthetic endeavor. Invoking the anthropological meaning of practice, we claim that mathematical aesthetic practices shape meanings of and appreciation (or distaste) for particular manifestations of mathematics. To see learners’ spontaneous mathematical aesthetic practices, we situate our study in an informal context featuring design-centered play with mathematical objects. Drawing from video data that support inferences about children’s perspectives, we use interaction analysis to examine one child’s mathematical aesthetic practices, highlighting the emergence of aesthetic problems whose resolution required engagement in mathematics sense making. As mathematics educators seek to broaden access, our empirical findings challenge commonsense understandings about what and where mathematics is, opening possibilities for designs for learning.

scholarly journals Interaction Analysis as an Embodied and Interactive Process: Multimodal, Co-operative, and Intercorporeal Ways of Seeing Video Data as Complementary Professional Visions

Human Studies ◽  
2020 ◽  
Vol 43 (3) ◽  
pp. 445-470
Author(s):  
Julia Katila ◽  
Sanna Raudaskoski
Keyword(s):  
Human Behavior ◽  
Human Body ◽  
Interaction Analysis ◽  
Research Process ◽  
Video Data ◽  
Sense Making ◽  
Body Parts ◽  
Professional Vision ◽  
Interactive Process ◽  
Local Practices

Abstract The analysis of video-recorded interaction consists of various professionalized ways of seeing participant behavior through multimodal, co-operative, or intercorporeal lenses. While these perspectives are often adopted simultaneously, each creates a different view of the human body and interaction. Moreover, microanalysis is often produced through local practices of sense-making that involve the researchers’ bodies. It has not been fully elaborated by previous research how adopting these different ways of seeing human behavior influences both what is seen from a video and how it is seen, as well as the way the interpretation of the data ultimately unfolds in the interaction between researchers. In this article, we provide a theoretical-methodological discussion of the microanalytic research process. We explore how it differs from “seeing” affect in interaction either as a co-operative and multimodal action or as an intercorporeal experience. First, we introduce the multimodal conversation analytic, co-operative, and intercorporeal approaches to microanalysis. Second, we apply and compare these practices to a video-recorded interaction of a romantic couple. Furthermore, we examine a video-recorded episode of us, the researchers, reflecting on our analytic observations about this interaction. We suggest that adopting a multimodal and co-operative perspective constructs affect as co-produced and displayed through observable action, while an intercorporeal perspective produces affect as an embodied and experienced phenomenon. While the former enables locating affect in a specific moment and identifiable body parts, the latter facilitates recognizing the experienced side of affect. These different modes of professional vision complement one another in capturing affect in interaction while being fundamentally used in local interactions between the researchers.

Children’s cooperation in a number activity in kindergarten

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Tuva Schanke
Keyword(s):  
Video Data ◽  
Outdoor Activity ◽  
Children’S Perspectives ◽  
Material Resources ◽  
School Preparation

Norwegian kindergartens organize school-preparation activities for five- and six-year-old children. Prior studies have mainly focused on the distribution and content of preparatory activities, whereas there is less research about children’s perspectives and contributions. Video data was collected in a Norwegian kindergarten over a seven-month period, and the paper analyses how children cooperate and use verbal, non-verbal and material resources in an outdoor activity focused on numbers and counting. The children share knowledge about numbers and the rules of the activity, and they show strong willingness to include each other in the activity. The main implication for practice is that children at this age are in possession of quite advanced cooperative skills and capable of managing a number activity.

Children’s Games and Games for Children

2020 ◽  
Vol 113 (12) ◽  
pp. 983-988
Author(s):  
Nat Banting ◽  
Chad Williams
Keyword(s):  
Sense Making ◽  
Mathematical Activity ◽  
Mathematics Games ◽  
The Difference ◽  
Mathematical Play

This article examines the mathematical activity of five-year-old Liam to explore the difference between the mathematics games designed for children and the children's games that emerge through playful activity. We propose that this distinction is a salient one for teachers observing mathematical play for evidence of mathematical sense making.

scholarly journals Virtual exchanges as complex research environments: facing the data management challenge. A case study of Teletandem Brasil

2020 ◽  
Vol 3 ◽  
pp. 13-38
Author(s):  
Solange Aranha ◽  
Ciara R. Wigham
Keyword(s):  
Data Collection ◽  
Data Management ◽  
Interaction Analysis ◽  
Open Data ◽  
Critical Discussion ◽  
Video Data ◽  
Learning Theories ◽  
Management Planning ◽  
Management Plans ◽  
Two Phases

Although there is a move toward open data, with research funding bodies more frequently requiring data management plans and dissemination strategies, the data management challenges inherently linked to virtual exchange research are understudied. Data collection is often reported upon in papers addressing interaction analysis or language development, but little attention has been paid to offering critical discussion of data collection and structuration methods or practical advice to encourage data/corpora dissemination. This paper reports on two phases of the Multimodal Teletandem Corpus project (Aranha & Lopes, 2019) that structured 581 hours of video data from Portuguese-English teletandem sessions, 351 chat logs, 956 written productions exchanged between the partners (original, revised, and corrected versions), 91 initial and 41 final questionnaires, and 666 learning diaries. We describe the data management problems faced that included the organization of data collected, ethical consent, management of a large quantity of data, inclusion of sociolinguistic information, expansion of learning theories, and the solutions found. We then outline data management planning steps that, consequently, are being introduced for future telecollaboration instantiations.

scholarly journals Mentalizing Bodies: Explicit Mentalizing Without Words in Psychotherapy

2021 ◽  
Vol 12 ◽  
Author(s):  
Thomas Wiben Jensen ◽  
Stine Steen Høgenhaug ◽  
Morten Kjølbye ◽  
Marie Skaalum Bloch
Keyword(s):  
Interaction Analysis ◽  
Multimodal Interaction ◽  
Real Life ◽  
Mental States ◽  
Video Data ◽  
Verbal Language ◽  
Cognitive Ethnography ◽  
Human Ability ◽  
Gradual Development ◽  
Implicit And Explicit

Introduction: Mentalization concerns the human ability to understand the actions of others (and oneself) in terms of intentional mental states. Theoretically, the notion has been described via the poles of automatic, non-verbal implicit mentalization as opposed to conscious and verbal explicit mentalization. In this article, we challenge this standard distinction by examining examples from psychotherapy. We argue that explicit mentalization can also be carried out via embodied non-verbal actions.Method: Four cases of real-life interaction from psychotherapy sessions are analyzed from the qualitative perspective of embodied cognition and multimodal interaction analysis. The analyses are based on video data transformed into transcriptions and anonymized drawings from a larger cognitive ethnography study conducted at a psychiatric hospital in Denmark.Results: The analyses demonstrate the gradual development from predominantly implicit mentalizing to predominantly explicit mentalizing. In the latter part of the examples, the mentalizing activity is initiated by the therapist on an embodied level but in an enlarged and complex manner indicating a higher level of awareness, imagination, and reflection. Thus, the standard assumption of explicit mentalization as contingent on verbal language is challenged, since it is demonstrated how processes of explicit mentalization can take place on an embodied level without the use of words.Conclusion: Based on real-life data, the study demonstrates that online processes of implicit and explicit mentalization are gradual and interwoven with embodied dynamics in real-life interaction. Thus, the analyses establish a window into how mentalization is carried out by psychotherapists through interaction, which testifies to the importance of embodied non-verbal behavior in psychotherapy. Further, informed by the notion of affordance-space, the study points to alternative ways of conceptualizing the intertwined nature of bodies and environment in relation to conveying more complex understandings of other people.

Tasks and instructions on the simulated bridge: Discourses of temporality in maritime training

2017 ◽  
Vol 20 (2) ◽  
pp. 289-305 ◽  
Author(s):  
Charlott Sellberg ◽  
Mona Lundin
Keyword(s):  
Higher Education ◽  
Interaction Analysis ◽  
Work Practice ◽  
Video Data ◽  
Education Programs ◽  
Maritime Education ◽  
Simulated Environments ◽  
Tightly Coupled ◽  
High Standards ◽  
Professional Guidance

In higher education programs that train students for professions with high standards of safety, such as aviation, shipping and healthcare, exercises in simulated environments provide opportunities for training in educational settings. This study explores the use of simulators in maritime education, taking an interest in how navigation training is achieved by using simulated environments. By conducting an interaction analysis of video data, the study examines how training students to coordinate with other vessels in traffic is topicalized in simulator exercises, focusing on discourses of temporality in instructions. The results show how instruction during simulations is a continuous interactional achievement built on the ability to assess the fit between the assessment criteria at work in the specifics of the situation and the ongoing tasks as they unfold. During simulations temporality becomes a matter for instruction, both when assessing how to develop the students’ understanding and as a topic in its own right. The results highlight tightly coupled relationships among tasks, instruction and technology. The implications for simulator-based training call for refocusing on training tasks rather than specific skills, and emphasize the importance of professional guidance in order to guide the students toward the discourses of maritime work practice in simulator-based training.

scholarly journals Homework through the Eyes of Children: What Does Visual Ethnography Invite Us to See?

2011 ◽  
Vol 10 (4) ◽  
pp. 545-558 ◽  
Author(s):  
Kirsten Hutchison
Keyword(s):  
Primary Schools ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Video Data ◽  
International Policy ◽  
Daily Lives ◽  
Children’S Perspectives ◽  
Global Citizens ◽  
Research With Children ◽  
Regulatory Functions

Whilst the notion of children's rights and an entitlement to express their views and participate as global citizens is threaded throughout the international policy field, children's perspectives on the near ubiquitous practice of homework, and its effects on their daily lives and learner subjectivities, remain under-researched. Drawing on the Bourdieuian concepts of practice, habitus, capital and field, this article develops a cross-cultural analysis of homework practices in Australia, Denmark and Britain to make visible the embodied habitus and agentic possibilities shaping the reproduction of educational advantage and disadvantage for variously located students. Using video data generated by children in primary schools, the article explores children's visual representations of their compliance and resistance to homework's regulatory functions. It demonstrates the affordances of visual ethnographic methods as a form of participatory research with children which foregrounds students' experiences and opinions and makes visible the inclusionary and exclusionary effects of homework on children in diverse socio-cultural settings.

scholarly journals Pedagogical dilemmas in dynamic assessment situations: perspectives on video data from simulator-based competence tests

2020 ◽  
Vol 19 (4) ◽  
pp. 493-508
Author(s):  
Charlott Sellberg
Keyword(s):  
Focus Groups ◽  
Interaction Analysis ◽  
Dynamic Assessment ◽  
Video Data ◽  
Assessment Practices ◽  
High Stake ◽  
Unequal Treatment ◽  
Stimulated Recall ◽  
Competency Tests ◽  
Stimulated Recall Interviews

AbstractThis study investigates navigation instructors’ explanations of dynamic assessment practices during simulator-based competency tests, adopting a video-stimulated recall method. Episodes of authentic video materials from simulator-based competency tests are selected and subjected to interaction analysis. In the next step, the episodes are used for conducting stimulated recall interviews with navigation instructors (n = 11) in two focus groups. The results reveal the dynamic nature of assessing competence as well as how instructors participating in focus groups identified and critically discussed a variety of pedagogical dilemmas related to these dynamics. These are related to aspects that relate to what constitutes a valid exam question, how to assess students’ responses, and consistency and fairness of competence tests. In particular, the results indicate the complexity of conducting valid and reliable assessments of knowledge-in-action in situ as well as how thoughtful scenario designs could reduce inconsistencies and unequal treatment of students. The results also highlight how a repeated and collaborative viewing of videos was helpful for instructors to identify potential problems in the dynamic assessment situations they viewed. The implications of the results highlight the need for conducting high-stake assessments for maritime certificates based only on observable behavior and video records of competence tests rather than during ongoing simulator tests. Lastly, the need for continuous and structured pedagogical development of instructors is identified in order to support their complex work of training and assessing competence.

scholarly journals Barns frågor under en naturvetenskaplig aktivitet i förskolan

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Susanne Thulin
Keyword(s):  
Science Education ◽  
Sense Making ◽  
Specific Content ◽  
Children’S Perspectives ◽  
Video Recordings ◽  
Over Time

Childrens questions during science education in ECEC: In this study children's questions during theme work about what is soil are analysed. Children's questions are seen as expressions for children's experiencing and sense making. Activities in preschool are observed through video recordings. Twelve children, three to five years, and three teachers are included in the study. The results are presented on the basis of the focus of the children's questions and discussed in relation to children's perspectives, learning and the development of the theme work over time. The results point at children’s questions as important didactic starting points when interacting about a specific content.

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