Tutor–student co-enactment: distribute or co-operate the control devices, negotiate leadership silently, and progressively hand over agency until the student solo-enacts¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article describes hands-on teaching methods for embodied-interaction mathematics: distributing operation of the control devices one person per device, or co-operating both devices with both people handling both. Like athletes in a two-person sport, tutor and student 'optimize for effective joint production by continuously and dynamically adjusting each to the other's spatiotemporal actions', reaching intersubjective sensorimotor coordination. The tutor progressively hands over agency to the student, who eventually solo-enacts the new strategy; the tutor-as-dynamical-scaffold fades out.

Design Implications¶

Context¶

Requirements¶

• A tutor willing to physically co-manipulate the devices and an environment permitting joint, dynamically adjusted action on shared control devices

Constraints¶

• The article illustrates the strategy with expert–novice co-enactment episodes in the MIT-P clinical interviews

Target Learners¶

• Grade 4–6 mathematics students working with a tutor

Target Learning Goals¶

• acquisition of target motor-action coordinations for proportional equivalence

Affordances¶

• Ecological Dynamics Mathematics Learning Theory

Related Strategies¶

• Reciprocal Teaching
• Instructor as Facilitator
• Acting/Role Play

Examples¶

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Key Sources¶

• Dor Abrahamson & Raúl Sánchez–García. (2015). A Call to Action: Towards an Ecological-Dynamics Theory of Mathematics Learning, Teaching, and Design. Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. http://www.tinyurl.com/FreeMITP