ERIC Number: EJ1106567
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Designing Disruptions for Productive Hybridity: The Case of Walking Scale Geometry
Ma, Jasmine Y.
Journal of the Learning Sciences, v25 n3 p335-371 2016
This article explores an alternative strategy for designing hybrid instructional environments. Rather than bridging home or community funds of knowledge with school learning, I propose designing disruptions to typical school practices to invite students to recruit out-of-school resources meaningful and sensible to them in order to grapple with school-valued concepts. I examine this design strategy first conceptually, then through a case called "walking scale geometry," designed to disrupt the scale of typical classroom geometry. This major disruption has 4 interrelated consequences in that students must invent new tools and strategies for constructing geometry figures, spaces of activity and learning shift, students are positioned with new visual perspectives, and the division of labor is redistributed. I analyze how these 4 consequences played out in an episode of walking scale geometry, in relation to the deployment of student-recruited resources and conceptual agency, then comment on some implications for designing disruptions and hybrid learning settings.
Descriptors: Instructional Design, Geometry, Mathematics Instruction, Ethnography, Active Learning, Geometric Concepts, Grade 7, Blended Learning, Relevance (Education), Learning Activities, Teaching Methods, Human Body
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0816406