Making sense of the meaning
maker: tracking the object of activity in a mathematics
classroom using Activity Theory.
Joanne Hardman, University
of Cape Town
outlines how one can use Activity Theory as an analytical
framework to understand tool use and its attendant
developmental impact in context by selecting object-oriented
activity as the unit of analysis. It elaborates a
methodology for using AT to analyse observational
data by developing the notion of evaluative episodes
as pedagogical events in which the pedagogical object
is made visible in computer based mathematics classrooms.
Findings indicate that an evaluative episode can serve
as a moment in which the dynamism of an activity system
is momentarily frozen, enabling one to model human
activity in the system under investigation and, hence,
in this study, to understand learning in context.
The paper was prepared for e/merge 2006 but the
author was unable to present it during the conference.