Encouraging awareness of peers' learning activities using large displays in the periphery

Learners benefit from creating personally meaningful artifacts for an audience, especially when those artifacts embody concepts the learners aim to understand. In this pilot study, we explored ways to expand opportunities for sharing mathematical artifacts with a larger audience (beyond learners seated next to each other) by incorporating structured ways to share work on a large display. We changed the functionality of the large display throughout the experiment to explore different content management schemas. Early results suggest children's awareness of their peers' work increases with the use of the large display, but that they tend to share only finished work.

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