Making Space
A Comparison of Mathematical Work in School and Professional Design Practices
Bibliographic Data
| ID | 3591709 |
|---|---|
| Authors | Rogers Hall (0000-0003-0849-6058), Reed Stevens (0000-0002-7870-5858) |
| Year | 1994 |
| Volume | 42 |
| Issue | 1_suppl |
| Pages | 118-145 |
| Publication date | 1994-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Sociological Review (JOURNAL) |
| Journal identifiers | ISSN: 0038-0261 • E-ISSN: 1467-954X |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1111/j.1467-954x.1994.tb03413.x |
| OpenAlex | W2084728976 |
| Language | EN |
| Citations received | 15 |
Research accounts of mathematical and scientific competence play a central role in ongoing efforts to reorganize education. At the same time, new technologies change the character of work in settings where these competencies are learned and used. Two contemporary research programs-(1) cognitive science studies of expert versus novice skill and (2) interactional studies of scientific and technical practice-produce sharply diverging accounts of what competence is and how it develops. Cognitive science has been broadly accepted as a template for educational change, while relevant interactional perspectives have had little impact. We propose a synthetic approach that draws on both programs, illustrated with a comparative study of mathematical practices in design work. Starting with scenes in which groups of designers collaborate to make space for others, we restore material and social aspects of their work settings in an exploration of discipline-specific forms of competence. Our continuing project is to reassemble competence in terms of: (a) people's local representational practices, (b) their trajectories of participation within and across institutional settings, and (c) their capacity for managing social relations of accountability. Experts' schemata contain a great deal of procedural knowledge, with explicit conditions for applicability. Novices' schemata may be characterized as containing sufficiently elaborate declarative knowledge about the physical configurations of a potential problem, but lacking abstracted solution methods. (Chi, Feltovich, and Glaser, 1981:151). Rule 7. Before attributing any special quality to the mind or to the method of people, let us examine first the many ways through which inscriptions are gathered, combined, tied together and sent back. Only if there is something unexplained once the networks have been studied shall we start to speak of cognitive factors. (Latour, 1987:258
Cognition · Competence (human resources) · Epistemology · Sociology · Space (punctuation) · Computer Science · Creativity in Education and Neuroscience · Design Education and Practice · Psychology · Social Psychology
Disassembling the classroom – an ethnographic approach to the materiality of education
Disrupting Representational Infrastructure in Conversations Across Disciplines
The Mathematics of Tithing
Participation, stance and affect in the organization of activities
Interobjectivity and Interactivity
The organization and development of discursive practices for “having a theory”
School mathematics in work and life
Inscriptions
Preparing Students for Competent Scientific Practice
Practices of Seeing Visual Analysis
Gestures
Infrastructure Management as Cooperative Work
Engineering Education as the Development of Critical Sociotechnical Literacy
Interest development and learning in choice-based, in-school, making activities
Embedding instruction in practice
| Unique citing works | 15 |
|---|---|
| Citations per year | 0,54 |
| Citation span | 1998 - 2020 (23) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 6 |