Perception, Representation, and the Forms of Action: Towards an Historical Epistemology

Wartofsky, Marx W.

doi:10.1007/978-94-009-5345-1_16

Cited by 36 publications

(84 citation statements)

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“…Hence, whilst acknowledging the influence of curriculum materials on teachers' practice and decision-making, Brown notes the importance of understanding the "dynamic and constructive ways" (p. 22) teachers interpret and use curriculum materials. Interestingly, in particular from the theoretical viewpoint, the framework integrates the analysis of curriculum resources in view of the literature on the mediating role of artifacts (e.g., Wartofsky 1973), and teacher resources in terms of subject matter knowledge, pedagogical content knowledge, and commitments that influence teacher design capacity.…”

Section: Teacher Design Capacitymentioning

confidence: 99%

Refining teacher design capacity: Mathematics teachers’ interactions with digital curriculum resources

Pepin

Gueudet²,

Trouche

2017

ZDM Mathematics Education

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Section: Teacher Design Capacitymentioning

confidence: 99%

Refining teacher design capacity: Mathematics teachers’ interactions with digital curriculum resources

Pepin

Gueudet²,

Trouche

2017

ZDM Mathematics Education

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“…Leontjev suggested to take these levels as a hierarchy, subordinated operations to actions, and actions to activity. Wartofsky (1979) suggests an analogous hierarchy of roles of artifacts: at the operation level, he talks about "primary artifacts". Here the role is to be transparent.…”

Section: Toolsmentioning

confidence: 99%

Scenarios as springboards in design of CSCW

Bødker¹,

Christiansen²

1994

DPB

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Our point of departure is that the relationship between social science, cooperative working and technology is not as much a matter of differences in understanding, as it is a matter of how to accomplish change. This chapter outlines an approach to design of CSCW where change is addressed in terms of expansion of the work practice. To facilitate the change process as a process of expansion, scenarios are used as springboards. Creation and use of scenarios are supported by a conceptual toolbox. The foundation for this toolbox is an understanding of the design process as abductive thinking consisting of idea generation and systematic reflection, and an understanding of design tools inspired from activity theory. As design processes may involve different communities of practice, we discuss the role of scenarios as boundary objects.

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“…We use this concept in a similar way to theoreticians (for example, Cole, 1996;Säljö, 2005;Wartofsky, 1973), who define artifacts as both material tools and objects and as ideal "in that their material form has been shaped by their participation in the interactions of which they were previously a part and which they mediate in the present" (Cole, 1996, p. 117). Some artifacts have a material aspect while others are more or less completely ideal even though ideas or mental models need some kind of external representations (for example, spoken words) if they are to be shared with others.…”

Section: Some Basic Definitionsmentioning

confidence: 99%

“…In an educational context, the external representation is crucial, underpinning the important role of learning materials. We have elaborated a typology of artifacts adapted from Cole (1996), who, in turn, adapted it from Wartofsky (1973), while emphasising that there are important differences between our definition and those of Cole and Wartofsky.…”

Section: Some Basic Definitionsmentioning

confidence: 99%