The Use of ‘Lesson Play’ As a Post-Activity of ‘TouchTimes’

The focus of this proposal is on ‘TouchTimes’, a new and potentially powerful digital technology for understanding multiplication. I want to explore processes by which students can reflect meaningfully on their experiences of using ‘TouchTimes’, in order to support their learning. The issue I am concerned with is whether a process of writing about their experience leads students to form explicit links between the manipulative activities of ‘TouchTimes’ and the concept of multiplication. I intend to make use of ‘lesson play’ (script-writing) as a post-activity task for students, after using ‘TouchTimes’. It will be possible to investigate the extent to which students are able to summarise and re-organise their embodied knowings, to write a script. I will consider the extent to which writing lesson scripts provokes meaningful generalisations of manipulative activity. Outcomes from the project will relate both to ways of using ‘TouchTimes’ for learning multiplication and the potential of lesson-play as a tool for teachers and researchers to use with students.

Faculty Supervisor:

Nathalie Sinclair

Student:

Partner:

University of Bristol

Discipline:

Sociology

Sector:

Education; Technology

University:

Simon Fraser University

Program: