Invited
symposia
II.1 Intervening to mediate diversity (CONTINUED)
Room:
Organised by Michael Cole
Chair: Michael Cole
Discussant: Michael Cole
See I.2
Room:
Organised by Serena Veggetti
Chair: Serena Veggetti
|
Name |
Paper |
|
Elhammoumi, M. |
Vygotsky via
Marx: toward a Marxist psychology |
|
Golder, M. |
The legacy of
South American psychology: a Vygotskian and Marxist analysis |
|
Ratner, C. |
The future of
activity lies in realizing its historical roots |
|
Rubtsov, V.
& Rubtsov, A. |
Activity and
"concept": a contemporary view on the problem of developmental
education |
|
Veggetti, S. |
Reflecting as a
form of activity between thinking and doing |
II.3 Literacy
practices that challenge the school standard: what happens and where do we go
from here? - INTERACTIVE SYMPOSIUM
Room:
Organised by Jrene Rahm
Chair: Jrene Rahm
|
Name |
Paper |
|
Durán, R. &
Perry-Romero, D. |
Latino
immigrants parent's and children's access and engagement in computer mediated
literacy practices |
|
Matusov, E., St.
Julien, J., Smith, M.P. & Tisa, L. |
Providing
sensitive guidance in an informal afterschool learning environment:
preservice teachers working with Latino children |
|
Rahm, J,
Naughton, W. & Moore, J. |
|
|
Vadeboncoeur,
J.A. |
Changing the
chronotope to privilege alterity: A documentary of an "informal"
educational context for young people labeled "at risk" |
Room:
Organised by Paul Cobb
Chair: Paul Cobb
|
Name |
Paper |
|
Abreu, G. de |
Social
valorisation of mathematical practices and the development of identity |
|
Cobb, P. |
Situating
mathematical learning in the social context of classroom practices |
|
Hoyles C. &
Noss, R. |
Mathematical
abstraction in expertise |
|
Seeger, F. |
Conceptualising
mathematics learning: the map and the territory |
|
Sfard, A. |
Conceptualizing
learning difficulties in mathematics as communication breaches |
Room:
Organised by Roger Säljö
Chair: Roger Säljö
Room:
Organised by Katsuhiro
Yamazumi (Kansai University, Japan) & Yrjö Engeström
Chair: Yrjo Engeström
|
Name |
Paper |
|
Engeström, Y.
& Engeström, R. |
From paralyzing
myths to expansive action: turning school practice into computer-supported
knowledge work from below |
|
Hosaka, Y. |
Charenge to join
"virtual" and "local": implementation of the new model in
curriculum development |
|
Nilsson, M. |
Expansive
potentials in intercultural integration: school development through merge of
childcare and elementary school units |
|
Suntio, A. |
The paradox of
stability and change: an analysis of disturbances in computer-supported
classroom teaching |
|
Yamazumi, K. |
Teachers'
expansive learning in curriculum coordinator laboratory |
II.7 Conceptualizing
design as an activity (continued)
Room:
Organiser & Chair: Kari
Kuutti (University of Oulu)
II.8 Sociocultural theory and learning contexts (I) (to be continued: see III.13)
Room:
Organiser: Anne
Edwards (University of Birmingham)
Chair & Discussant: David Middleton (University of Loughborough,
Leicester)
|
Name |
Paper |
|
Daniels, H. |
Themes in
sociocultural approaches to learning |
|
Edwards, A. |
Learning to
support learning in pre-school settings |
|
Hardcastle, J.,
& Burgess, T. |
Different
possibilities revisited: language use and language structure and the pedagogy
of urban classrooms |
|
Owen. M. |
Analyzing
innovation in virtual learning in European universities: the application of
CHAT |
|
Reed, M. |
Write or wrong?
A sociocultural approach to schooled writing |
|
Somekh, B.,
Mavers, D. & Lewin, C. |
Using technology
to link home and school: socio-cultural factors which affect the vision of
'any time, any place' learning |
|
Sutherland, R. |
Sociocultural
interpretations of the learning that occurs while using computers at home |
II.9 Intersubjectivity of developmental transitions (continued)
Room:
Organiser & Chair: Pentti
Hakkarainen (University of Oulu)
II.10 Mathematizing: constructing mathematic knowledge by
understanding rules of mathematical interaction
Room:
Organisers & chair: G.M. van der Aalsvoort (Leiden University) &
K. Kumpulainen (University of Oulu)
Discussant: D. van Eerde (Erasmus University Rotterdam)
|
Name |
Paper |
|
Aalsvoort, G. van der & Harinck, F.F.J. |
Student -
teacher interactions whilst solving math problems in third grade: reciprocal
expectations about mathematization becoming reality |
|
Aubrey, C |
Towards a
realistic solution? |
|
Kumpulainen, K. & Kaartinen, S. |
The situated
processes of participation in dyadic problem solving: focus on students'
social interaction, cognitive strategies and mathematical language |
|
Kynigos, Chr. |
Decimals,
proportionality and generalized number: meanings generated through
collaborative explorations with the concept of curvature CANCELLED |
II.12 Dialogue metaphors in the relationship between work, design and
technology
Room:
Organiser & Chair: M.
Cooke (University College Cork, Ireland)
|
Name |
Paper |
|
Cooke, M. |
Dialogising the
artefact. Artefact as utterance |
|
O'Neill, E. |
Artefact support
for evolving user's identities as co-developers in participatory systems
development |
|
Rizzo, A. &
Marti, P. |
Designing four
different dialogical courses to sustain the cycle of creative imagination |
|
Wright, P. |
The value of the
novel for understanding work and designing artefacts: a reading of Bakhtin's
work |
II.13 Mediating museum activities: social and scientific object use
Room:
Organiser & Chair: K.
Ellenbogen (King’s College, London)
Discussant: K. Beach
|
Name |
Paper |
|
Ellenbogen, K. |
Identity and
meaning making: family activity in museums |
|
Martin, L. &
Toon, R. |
Scienific and
social task analysis of joint activity for a science center |
|
Rowe, S. |
Microgenetic
analysis of group activity in a science museum |
Room:
Organiser & Chair: A.L.
Friszman de Laplane (University of Campinas)
Discussant: Antonio Saldivar
Moreno (University of Salamanca)
|
Name |
Paper |
|
Freire, A.-S,
& Cesar, M. |
Dealing with
diversity: analysing the discourses of different sources |
|
Kassar, M. de
Carvalho Magalhães |
The exclusion
process of children at risk CANCELLED |
|
Scholtz, D. |
Historical
strands of the South-African reality MOVED HERE FROM SESSION XII.5 |
II.15 On the problems of education and diagnosis of children with
learning disabilities
Interactive symposium
Room:
Organiser & Chair: K.
Amano (Chuo University Japan)
|
Name |
Paper |
|
Akhutina, T.V. |
A.R. Luria approach to prevention and remediation of writing difficulties |
|
Amano, K. |
|
|
Das, J.P. |
Cognitive
remediation based on planning, attention, simultaneous and successive
processing |
|
Midorikawa, A.
& Amano, K. |
Paper symposia
Room:
Chair: Maritta Hännikäinen
|
Name |
Paper |
|
Alcock, S. |
Young children
being playful |
|
Japiassu, R.
Ottoni Vaz |
Pretend play and
preschoolers CANCELLED |
|
Riihelä, M. |
Children's play
is the origin of social activity |
|
Smolucha, F. |
The teening of
preschool play MOVED TO IX.10 |
II.17 Parents and parenting
Room:
Chair: P. Leman
|
Name |
Paper |
|
Baucal, A. |
Parents' image
about personality of their children and an ideal child within socio-cultural
context |
|
Campos, G. Pérez |
'Parent
education': a sociocultural view of a governmental program in Mexico |
|
Choudry-Dormer,
S., Leman, P.J. & Smith, P.K. |
The coming of
the chameleons: the emergence of a "discourse of choice" amongst
the children of South-Asian and white parents |
|
Covarrubias, Terán
Ma. Antonieta |
Mother - child
affective co-construction from historic cultural perspective |
|
Leman, P.J. |
Parenting style
and the context of moral legitimacy: variations in children's perceptions of
the reasoning behind adults' rules |
II.18 Teachers’ dealing with diversity
Room:
Chair: Annemieke Zwaans (University of Amsterdam)
|
Name |
Paper |
|
|
Brandwijk, D. van |
Preschool
teachers and their roles as co-constructors of activity settings and as
provokers and stimulators of learning processes |
|
|
Fijma, N. &
Pompert, B. |
Unity in pedagogical
concept; diversity in teaching methods in dealing with heterogeneity |
|
|
Soetaert, R. &
Mottart, A. |
The contact-zone
as curriculum. A space for dealing with diversity CANCELLED |
|
|
Spotti, M. |
The multilingual
learning environment as a 'locus' for pupils' cultural and linguistic
identity negotiation in a Dutch Islamic primary school |
|
II.19 Activity systems analyses (1)
Room:
Chair: Phillip Capper (WEB Research, New Zealand)
|
Name |
Paper |
|
Akkerman, S., de Laat, M., Admiraal, W. &
Simons, R.-J. |
Social learning
of Academics and computer technologies as supporting tools |
|
Bodrozic, Z. & Anker, F. van
den |
Activity theory
as a basis for analysing co-operative work |
|
Guile, D. |
Epistemic
activity in small medium-sized enterprises |
|
Seppänen, L. |
Arable land as a
(boundary) object of organic vegetable farmers and inspectors |
II.20 Activity approaches to problems in education
Room:
Chair: M. Grossen
|
Name |
Paper |
|
Fraley, S. & VanderVen, K |
The dynamic
interplay between activity and relationship: reframing a dichotomy |
|
Garro, L.C. |
Social and
cultural processes in remembering troubling experiences |
|
Kauppi, L.,
Tolonen, A. & Mäkitalo, J. |
Experts and
clients in conflict: the building of a common object in rehabilitation |
|
Nijegorodceva,
N. |
Cultural-historical
activity theory and investigation of willingness to schooling of children
with special difficulties in education |