Objects to Learn about and Objects for Learning 1

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 artifacts Extract 3.2. Example of an extended exchange triggered by artifacts Extract 3.3. Example of an extended exchange Extract 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 figures Figure 4.6. Felt figurines Figure 4.7. Masks Figure 4.8. The laser cutter Figure 4.9. Pupils’ creations

6 Chapter 5Figure 5.1. Step-by-step construction of the Minkowski diagram Figure 5.2. Construction of the Oc.t’ axis Figure 5.3. Finalization of the construction and placement of the three events Figure 5.4. Time coordinates of events Figure 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 situation Figure 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 2018 Figure 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 train Figure 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” configuration Figure 7.13. The cogs of an “associative” configuration Figure 7.14. The cogs in a “symbolic” configuration Figure 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 interface Figure 8.2. Discovering the two switches positioned underneath the BeeBot robot Figure 8.3. Record of the collective assessment of the pupils’ representations r...Figure 8.4. Instruction card put in place by the teacher Figure 8.5. Illustration of the “Go–arrow” scheme Figure 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 out Figure 8.8. Program evaluation by a group of pupils Figure 8.9. Different strategies for discovering how the BeeBot works Figure 8.10. Written record of button functions Figure 8.11. Procedure implemented to program the robot on a linear path Figure 8.12. Planning to program the BeeBot along an obstacle path

1 Chapter 3Table 3.1. Content of the activities Table 3.2. Descriptions of the exchanges and presentation of the codes Table 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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