In H. Krzywacki, M. Hähkiöniemi, E. Haataja, M. Hannula, & P. Hästö (Eds.), Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports (PME49) (pp. 67–94). PME.
ABSTRACT: A group of four 5th-grade participants in a design-based research study that evaluated body-scale geometry activities (n=76) formed a circle in response to a dance task prompt. Drawing on coordination dynamics and ethnomethodological conversation analysis, we examine microgenetically how, without a shared plan, students selforganized via micro-adjustments. The analysis exposes the group’s heteroperception (i.e. multiple divergent perspectives) evidenced as conflicting attentional anchors (i.e. perceptual structures for action). Initially implicit, heteroperception became explicit through discussion and resolved as perspectival synergy that promoted geometry discourse. Visualizing heteroperception enables researchers to implicate the emergent coalescence of collaborative enactment.