Managing the Complexity of Human/Machine Interactions in Computerized Learning Environments: Guiding Students’ Command Process through Instrumental Orchestrations

By L. Trouche. International Journal of Computers for Mathematical Learning, 2004

522 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/00e884959ac4e12db983a27f7a0638f7168af10a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Science Applications

1. Dor Abrahamson
2. Maria Alessandra Mariotti
3. Michela Maschietto
4. Nathalie Sinclair
5. Paul Drijvers

In Developmental and Educational Psychology

1. Dor Abrahamson
2. Maria Alessandra Mariotti
3. Michela Maschietto
4. Nathalie Sinclair
5. Paul Drijvers
6. Vicenç Font
7. L. Trouche
8. J. Godino

In Safety Research

1. Dor Abrahamson
2. Maria Alessandra Mariotti
3. Michela Maschietto
4. Nathalie Sinclair
5. Paul Drijvers

Citations in the corpus

• Embodied design: constructing means for constructing meaning (2009, background): “…1995; Ernest 1988; Grice 1989; Schegloff 1996); and & potentially conducive of individuals’ gradual appropriation of artifacts that they instrumentalize as problem-solving tools and ultimately utilize as content-bound mental schemas (Trouche 2004; Vérillon & Rabardel 1995; Vygotsky 1978/1930).”
• Mathematics learning and tools from theoretical, historical and practical points of view: the productive notion of mathematics laboratories (2010, background): “For learners, managing such interrelated processes is complex and Trouche (2004) has proposed the notion of instrumental orchestration to indicate the necessity of teacher assistance of students’ instrumental geneses.”
• Digital curriculum resources in mathematics education: foundations for change (2017, background): “Many of these studies lean on the framework of Instrumental Orchestration (Drijvers 2012; Trouche 2004), others on the structuring features of classroom practice (Ruthven 2014) framework in connection with technology (e.g., Bozkurt and Ruthven 2017).”
• Artifacts and signs after a Vygotskian perspective: the role of the teacher (2009, background): “This approach does not oppose other educational approaches that, inspired by an instrumental approach (Artigue, 2002), express the didactic aims in terms of instrumental genesis (Trouche, 2004).”
• One episode, two lenses (2013, background): “…which refers to the teacher’s intentional and systematic organisation and use of the various artefacts available in a learning environment in a given mathematical task situation, in order to guide students’ instrumental genesis (Drijvers, Doorman, Boon, Reed & Gravemeijer, 2010; Trouche, 2004).”