Artifacts and aberrations: on the volatility of design research and the serendipity of insight

Abstract

Reflecting on analyses of data from our respective design-based research studies of mathematical cognition and learning, we propose the utility of the instrumental genesis model (Vérillon & Rabadel, 1995) for examining students’ engagement with designed learning artifacts. The model has helped each of us to account for gaps between intended and enacted… (More)

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