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Action on Objects Model for Teaching And Learning. A n Activity Theory, Action on Objects . The relationship of ‘ action ’ on ‘ objects ’ in its simplest form can be compared from a linguistic perspective. Action serves as the verb and corresponds to the procedural component.
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Action on Objects Model for Teaching And Learning
An Activity Theory, Action on Objects. The relationship of ‘action’ on ‘objects’ in its simplest form can be compared from a linguistic perspective. • Action serves as the verb and corresponds to the procedural component. • Object, as the noun operates as the representational part of the process. • Alone they represent important parts of mathematical thinking, together they embody emerging structural relationships, ideas, and mathematical concepts.
Michael L. Connell proposes a developmentally appropriate sequence of mathematical objects for learning to be actualized or for reification to occur. • First students use a physical manipulative model. This could be algebra tiles, base ten blocks, fractions bars or any other tangible and moveable models. This manipulative object can be a technologically enhanced object but it must have well defined physical attributes that can be acted upon.Action on Objects Model
(2) Then a sketched object with attributes of a predictive nature is developed. At this stage a mathematical idea will be represented using the pictorial, graphic, tabular, and symbolic forms that can also be acted upon. Action on Objects Model
(3) The next level is as a mental object where past experience enables the creation of the action on the object. Without a tangible object the mind is called upon to recall past experiences and perform operations on a structured mental entity. Action on Objects Model
(4) The next stage is as an abstractconstruct such as function. A function is representative of a mathematical concept and can receive an action. It is logical. The instructional goal, then, would be to gradually enable the student to construct meaning through the use of the four transitional object types: manipulative, sketched, mental and abstract objects. Action on Objects Model
Reification The process then repeats itself as the abstract object becomes so well defined and reificated that it becomes a manipulative object that can be acted upon. Reification, involves the sudden ability to see something familiar in a new light. It is when the process solidifies into an object, a static structure and the new entity is no longer attached to the process.Action on Objects Model
In an instructional context activity processing is cyclical in nature. First the activity occurs, followed by a period of organization, and then by the record of action. Within the use of developmentally suitable objects the student encounters three basic problem type activities: (1) memory/recall – often of terminology; (2) teacher posed problems – directed toward students constructing concepts; and (3) student posed problems – based on clarifying thought processes and organizing the problem space. At any time in the learning process when a problem is encountered, either teacher or self-posed, the students will solve the problem through activities.Action on Objects Model
Activity Theories Implications for Instruction • Activity theorist believe that participation in different activities is the major factor in creating consciousness and shaping personality. • Activity is the basic unit of analysis
Technology • Perfect fit for action on objects • Best uses for technology Fluid Inquiry
According to Shaffer and Kaput (2004) a computer environment should strive to give students • fluency in varieties of representational systems, • provide opportunities to create and modify representational forms, • develop skill in making and exploring virtual environments, and • emphasize mathematics as a fundamental way of making sense of the world.
Fluid Inquiry • TI InterActive page 1, page 2, page 3, page 4, page 5, page 6, • CSI • Mercury in Motion • The Tree House Problem
