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Artifacts and aberrations: on the volatility of design research and the serendipity of insight
2008
International Conference of the Learning Sciences
Reflecting on analyses of data from our respective design-based research studies of mathematical cognition and learning, we propose the utility of the instrumental genesis model (Vérillon & Rabadel, 1995) for examining students' engagement with designed learning artifacts. The model has helped each of us to account for gaps between intended and enacted sequences in relation to these artifacts. In particular, instrumental genesis provides a mechanism for differentiating between the designer's
dblp:conf/icls/AbrahamsonW08
fatcat:rvugtb43dzaxnmylrzda4u56ge