Moving fingers and the density of rational numbers: An inclusive materialist approach to digital technology in the classroom
Résumé
This study aims to examine the relationship between the body and the meaning-making process in mathematics classroom with digital technologies. We investigate a mathematical activity in which students explore the meaning of the concept 'density' of rational numbers with a multi-touch dynamic digital apparatus. A case of elementary school students is studied from the inclusive materialist perspective through microethnographic analysis. The result indicates that students' finger movements toward the digital apparatus played a critical role in developing the meaning of density throughout the activity.
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