In G. Stahl, H. Spada, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. 1 — Long Papers, pp. 272-279). Hong Kong: International Society of the Learning Sciences.
What are the unique affordances of embodied-interaction design for mathematics learning? How can the development and implementation of such design aid us in building theory of learning? We draw on media studies to argue that activities situated at the hybrid intersection of two media, for example physical-virtual interfaces in some embodied-interaction designs, provide unique affordances both for learning and for understanding learning. And yet, we look back to seminal theories of human learning at the intersection of media, particularly those of Vygotsky and collaborators, as holding key insights for the future development of effective computer-based learning environments. To support our perspectives, we draw on empirical data from a recent design-based research study that examined the emergence of mathematical concepts from embodied-interaction activity. In particular, we present, analyze, and juxtapose two case-study episodes respectively illustrating students’ success or failure in appropriating a conceptual system embedded in a technological system.