Reduction and Enactment with Digital Images: What Can 0s and 1s Represent?
Justin K. Dimmel
Log in to download the full text for free
> Add Comment
Open peer commentary on the article “Living in Mapworld: Academia, Symbolic Abstraction, and the Shift to Online Everything” by Simon Penny. Abstract: I explore whether there are differences in kind between digital images that reproduce things from our lived world and digital images that enact conceptual relationships.
Dimmel J. K. (2023) Reduction and enactment with digital images: What can 0s and 1s represent? Constructivist Foundations 18(2): 206–209. https://constructivist.info/18/2/206
Export article citation data:
Plain Text ·
Reference Manager (RIS)
, Ryokai K.
& Dimmel J. K.
(in press) Learning mathematics with digital resources: Reclaiming the cognitive role of physical movement. In: Pepin B., Gueude G. & Choppin J. (eds.) Handbook of digital (curriculum) resources in mathematics education. Springer, Cham. ▸︎ Google︎ Scholar
Bainbridge W. A. & Bainbridge W. S. (2007)
Creative uses of software errors: Glitches and cheats. Social Science Computer Review 25(1): 61–77. ▸︎ Google︎ Scholar
Bock C. G. & Dimmel J. K. (2021)
Digital representations without physical analogues: A study of body-based interactions with an apparently unbounded spatial diagram. Digital Experiences in Mathematics Education 7(2): 193–219. ▸︎ Google︎ Scholar
Dimmel J. K. & Herbst P. G. (2018)
What details do teachers expect from student proofs? A study of routines for checking proofs. Journal for Research in Mathematics Education 49(3): 261–291. ▸︎ Google︎ Scholar
Dimmel J. K. & Herbst P. G. (2020)
Proof transcription in high school geometry: A study of what teachers recognize as normative when students present proofs at the board. Educational Studies in Mathematics 105(1): 75–89. ▸︎ Google︎ Scholar
Dimmel J. K. & Pandiscio E. A. (2020)
When it’s on zero, the lines become parallel: Pre-service elementary teachers’ diagrammatic encounters with division by zero. Journal of Mathematical Behavior 58: 100760. ▸︎ Google︎ Scholar
Dimmel J. K., Pandiscio E. A. & Bock C. G. (2021)
The geometry of movement: Encounters with spatial inscriptions for making and exploring mathematical figures. Digital Experiences in Mathematics Education 7(1): 122–148. ▸︎ Google︎ Scholar
Herbst P. (2004)
Interactions with diagrams and the making of reasoned conjectures in geometry. ZDM 36(5): 129–139. ▸︎ Google︎ Scholar
Hollebrands K. F. (2007)
The role of a dynamic software program for geometry in the strategies high school mathematics students employ. Journal for Research in Mathematics Education 38(2): 164–192. ▸︎ Google︎ Scholar
Lockhart P. (2012)
Measurement. Harvard University Press, Cambridge MA. ▸︎ Google︎ Scholar
Sfard A. (2008)
Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge University Press, Cambridge MA. ▸︎ Google︎ Scholar
Sinclair N. & Robutti O. (2013)
Technology and the role of proof: The case of dynamic geometry. In: Clements M. A., Bishop A. J., Keitel C., Kilpatrick J. & Leung F. K. S. (eds.) Third international handbook of mathematics education. Springer, New York: 571–596. ▸︎ Google︎ Scholar
To stay informed about comments to this publication and post comments yourself, please log in first.