MAKING SENSE OF INSTRUCTIONAL DEVICES - THE EMERGENCE OF TRANSPARENCYIN MATHEMATICAL ACTIVITY

This article examines the mathematical sense-making of children as the y use physical devices to learn about linear functions. The study cons isted of videotaped problem-solving sessions in which pairs of 8th gra ders worked on linear function tasks using a winch apparatus, a device with springs, and a computerized input-output machine. The following questions are addressed: How do children make sense of physical device s designed by experts to foster mathematical learning? How does the us e of such devices enable learners to access selected aspects of a math ematical domain? The concept of transparency is suggested as an index of access to knowledge and activities rather than as an inherent featu re of objects. The analysis shows that transparency is a process media ted by unfolding activities and users' participation in ongoing socioc ultural practices.