Enactivism, Spatial Reasoning and Coding

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dc.contributor.authorFrancis, Krista
dc.contributor.authorKhan, Steven
dc.contributor.authorDavis, Brent
dc.date.accessioned2016-08-29T15:52:03Z
dc.date.available2016-08-29T15:52:03Z
dc.date.issued2015
dc.description.abstractDrawing on an enactivist perspective in order to gain insight into how spatial reasoning develops and can be fostered, this article describes a study of how children engaged in spatial reasoning as they learned to program LEGO Mindstorms EV3 robots. Digital technologies afforded multiple opportunities for accumulating experiences for developing spatial reasoning that are difficult to come by in other contexts. Our video-recorded observations of children (aged 9 to 10) suggest that Bruner’s enactive–iconic–symbolic typology of representations develop simultaneously rather than sequentially – the commonly held assumption. Furthermore, these same video observations provided insight into children’s development of spatial reasoning through computer programming. Our findings have implications for how curriculum is designed and implemented in classrooms.en_US
dc.description.refereedYesen_US
dc.description.sponsorshipThis research was funded by the Imperial Oil Science Engineering and Technology (IOSTEM) Education Initiative.en_US
dc.identifier.citationFrancis, K., Khan, S., & Davis, B. (2015). Enactivism, spatial reasoning and coding. Digital Experiences in Mathematics Education 1(2). Available:en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31658
dc.identifier.urihttp://hdl.handle.net/1880/51531
dc.language.isoenen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.subjectEnactivismen_US
dc.subjectComputer programmingen_US
dc.subjectRoboticsen_US
dc.subjectSpatial Reasoningen_US
dc.subjectvideo-analysisen_US
dc.titleEnactivism, Spatial Reasoning and Codingen_US
dc.typejournal article
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