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The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment

  • Author(s): Flood, VJ
  • Harrer, BW
  • Abrahamson, D
  • et al.

We present a detailed account of interactional mechanisms that support participation in STEM disciplinary practices as an adult and a child explore a technology-enabled embodied learning environment for mathematics. Drawing on ethnomethodological studies of technologyrich workplaces, we trace the process of transforming a vague reference into a mutually available mathematical object: a covariant variable. Our analysis reveals that this mathematical object is an interactional achievement, configured via a reciprocal process of instructing one another's attention. In particular, we demonstrate how participants' explicit responsiveness to indexical and multimodal resources achieves this object.

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