What (if anything) about framing?. Is it significant? Do we need to consider it? Jim Greeno SC Thrust coding/analysis workshop May 27, 2011. Two issues:. Discourse and learning happen at multiple levels — should we make that explicit?
Is it significant?
Do we need to consider it?
SC Thrust coding/analysis workshop
May 27, 2011
•For communication to succeed, the parties need to be taking perspectives that are aligned (Rommetveit). RR’s example: “Is Mr. Smith working?” (To a golfing partner: “No, he’s mowing the lawn.” That is, he’s not at his office.) (To a nosy neighbor: “Yes, he’s mowing the lawn.” (That is, he’s not still sleeping.)
• When learning includes conceptual change, most learners probably lack resources that could support framing that is aligned with the perspective intended by the information source (teacher, textbook, program, or whatever).
• Maybe resources for framing — and reframing — are important as prerequisites — different from component skills.
Gillian volunteered, and Ms. Sanchez positioned her as a source, with herself as an inquirer (handout p. 2)Gillian’s information was hard for Ms. S to fit in her framing; the variables in Gillian’s foreground were in Ms. S’s background.Ms. S mentioned a constraint (write an equation).
Gillian wrote expressions (72-y)/2 and (40-x)/2 .It was accepted that these referred to the horizontal vertical widths of the border (handout pp. 3-4).
Hannah supplied an equationxy = 1680 (turn 46), which Gillian wrote on the whiteboard (turn 47).Gillian (turn 58), with Hannah’s confirmation (turn 63), and then Ms. S’s acceptance (turn 78) contributed the linear equation (72-y)/2 = (40-x)/2and these could be solved, using substitution