Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: the case of visually impaired mathematics students
Abrahamson, Dor; Flood, Virginia J.; Miele, Joshua A.; Siu, Yue-Ting
2018
Keywords
Universal Design for Learningenactivismethnomethodological conversation analysisvisually impaired studentsblind studentstactile diagramsinclusive mathematics educationcooperative learningjoint manipulationproportioninclusive classrooms
Concepts
EnactivismUniversal Design for LearningConversationMultimodalityPraxisMathematics educationMathematical practiceUsabilityComputer scienceEmbodied cognitionCognitive scienceHuman–computer interactionPsychologyEpistemologyArtificial intelligenceCommunicationWorld Wide WebPhilosophyAutopoiesis
Citation
Abrahamson, D, Flood, V J, Miele, J A, Siu, Y.-T (2019). Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: The case of visually impaired mathematics students. ZDM Mathematics Education, 291--303 https://doi.org/10.1007/s11858-018-0998-1
Metadata
- Source
- ZDM
- Domain
- Social Sciences
- Field
- Social Sciences
- Subfield
- Education
- Topic
- Mathematics Education and Teaching Techniques
- Open access
- NOT Open Access
- Citation count
- 54
- Work ID
- W2890039170