LITMIR.BIZ

      1 IntroductionFigure I.1. Diagram for analyzing the consistency between artifacts, purposes an...Figure I.2. Extension of didactic problematics

      2 Chapter 1Figure 1.1. Working from copies of the picture book The Very Hungry CaterpillarFigure 1.2. Working from reading the picture book Brown Bear, Brown Bear, What D...Figure 1.3. Video-projected double-page spread in third-grade classFigure 1.4. Illustrations from the picture book I Want My Hat Back, written and ...Figure 1.5. Front cover of the picture book Fancy Dress JungleFigure 1.6. Poster designed by a third-grade class

      3 Chapter 2Figure 2.1. N.’s production. Translation: “once upon a time there was a little g...Figure 2.2. K.’s production. Translation: “I want a mom / Yes, of course”

      4 Chapter 3Figure 3.1. Schematic representation of the concept of the zone of proximal deve...Figure 3.2. Theoretical principles and concepts used in activity design (transla...Extract 3.1. Example of an extended exchange (EE) activated by artifactsExtract 3.2. Example of an extended exchange triggered by artifactsExtract 3.3. Example of an extended exchangeExtract 3.4. Example of a truncated–restarted–extended exchange (TE-R-EE)Extract 3.5. Example of an extended exchange

      5 Chapter 4Figure 4.1. Sequential images from the story La Moufle (The Mitten); Cécile Hudr...Figure 4.2. Flashcards of the characters in La Moufle (illustrations from La Mou...Figure 4.3. Clay and guidance sheet to create the characters in La Moufle/The Mi...Figure 4.4. Memory game cards (Illustrations from La Moufle, Cécile Hudrisier © ...Figure 4.5. Felt mitten and wooden figuresFigure 4.6. Felt figurinesFigure 4.7. MasksFigure 4.8. The laser cutterFigure 4.9. Pupils’ creations

      6 Chapter 5Figure 5.1. Step-by-step construction of the Minkowski diagramFigure 5.2. Construction of the Oc.t’ axisFigure 5.3. Finalization of the construction and placement of the three eventsFigure 5.4. Time coordinates of eventsFigure 5.5. Pupils’ problems when constructing x = 0.8.c.t. For a color version ...Figure 5.6. Discussion categories when constructing x = 0.8.c.t. For a color ver...Figure 5.7. Additional discussion categories. For a color version of this figure...Figure 5.8. Pupil achievements following additional discussion. For a color vers...Figure 5.9. Problems voiced by the pupils in plotting the axis Oc.t’. For a colo...Figure 5.10. Category of discussions when plotting the axis Oc.t’. For a color v...Figure 5.11. Pupil achievements in interpreting chronological order. For a color...Figure 5.12. Discussion categories for chronological order. For a color version ...Figure 5.13. Minkowski diagram of the situationFigure 5.14. Loedel diagram of the situation

      7 Chapter 6Figure 6.1. The mascot “Wolf”in a bathrobe, his travel bag, his clothes, his “pa...Figure 6.2. First page of the Notebook of Wolf’s Adventures (Ms R, PSM/GSM, Nove...Figure 6.3. Cover of the periodical Éducation Enfantine (1987)Figure 6.4. Double-page spread from Wolf’s notebook (Ms R’s class) produced by S...Figure 6.5. Extract from Wolf’s notebook (Ms T’s class) consisting of a photogra...Figure 6.6. Photographs taken in Ms R’s class in May 2018Figure 6.7. Left-hand photograph taken in Ms R’s class (November 2017); right-ha...Figure 6.8. Extracts from Wolf’s notebook (Ms R), records entered by Lina’s moth...Figure 6.9. Extracts from Wolf’s notebook (Ms R’s class), trip recounted on six ...Figure 6.10. Extracts from Pop’s notebook (Ms AF’s class), including, on the lef...

      8 Chapter 7Figure 7.1. The little train of the week depicting the days in the week in Frenc...Figure 7.2. Examples of composite materials: worksheet for the sound [i], worksh...Figure 7.3. Example of pictographic material: Highway Code warning sign for “sch...Figure 7.4. Examples of written-word materials: perpetual calendar, days-of-the-...Figure 7.5. On the wagons of the little trainFigure 7.6. Distribution of responses in REP. A – realistic, B – associative, C ...Figure 7.7. Distribution of responses in CV93. A – realistic, B – associative, C...Figure 7.8. Distribution of responses in CVP. A – realistic, B – associative, C ...Figure 7.9. Distribution of responses for the composite materials. A – realistic...Figure 7.10. Distribution of responses for the pictographic materials. A – reali...Figure 7.11. Distribution of responses for the written-word materials. A – reali...Figure 7.12. The cogs of a “realistic” configurationFigure 7.13. The cogs of an “associative” configurationFigure 7.14. The cogs in a “symbolic” configurationFigure 7.15. The role of language-transforming third parties in the symbolizatio...

      9 Chapter 8Figure 8.1. A BeeBot, a programmable object with a tangible interfaceFigure 8.2. Discovering the two switches positioned underneath the BeeBot robotFigure 8.3. Record of the collective assessment of the pupils’ representations r...Figure 8.4. Instruction card put in place by the teacherFigure 8.5. Illustration of the “Go–arrow” schemeFigure 8.6. Drawings taking into account the conventions introduced by the teach...Figure 8.7. Program planning carried out by a pupil: action sequence carried outFigure 8.8. Program evaluation by a group of pupilsFigure 8.9. Different strategies for discovering how the BeeBot worksFigure 8.10. Written record of button functionsFigure 8.11. Procedure implemented to program the robot on a linear pathFigure 8.12. Planning to program the BeeBot along an obstacle path

      1 Chapter 3Table 3.1. Content of the activitiesTable 3.2. Descriptions of the exchanges and presentation of the codesTable 3.3. Learners’ use of artifacts and gestures to mediate dialogic exchanges...Table 3.4. Summary of the main code units: speech turns and occurrences of the u...Table 3.5. Number of learner interventions using artifacts and gestures...Table 3.6. Number of teacher interventions using artifacts and gestures...

      2 Chapter 6Table 6.1. Distribution of respondents reporting use of a mascot and notebook in...

      3 Chapter 7Table 7.1. Three levels of analysis

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