| Figures | ||
| 1 | TASK 1 of the group-task as in Gade (2006). | 45 |
| 2 | When together as in Gade (2006). | 48 |
| 3 | Five group solutions to When together as in Gade (2006). | 49 |
| 4 | How heavy as in Gade (2006). | 49 |
| 5 | Three kinds of group solutions to How heavy as in Gade (2006). | 50 |
| 6 | Rules of cooperation that were adhered to as in Gade (2006). | 51 |
| 7 | Engeström’s triangular construct of activity as unit of analysis. | 70 |
| 8 | Students’ inscriptions in the four-stage action cycle as in Gade (2012). | 240 |
| 9 | Students graphs as in Gade and Forsgren (2019). | 259 |
| Tables | ||
| 1 | Progression of students’ learning within instruction as in Gade (2014). | 51 |
| 2 | Classification of artefacts in Olaf and Knut’s instruction as in Gade (2006). | 63 |
| 3 | Leont’ev’s construct of activity as unit of analysis, with farming as example. | 68 |
| 4 | The activity of conducting two group-tasks as unit of analysis. | 69 |
| 5 | Comparison of the practices of teaching and research, conceived as activity systems, in the study of teacher-researcher collaboration as in Gade and Blomqvist (2016). | 247 |
Figures and Tables
In: Imagining Education: Taking CHAT Based Transformative Action
Author:
Sharada Gade
Sharada Gade
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Search for other papers by Sharada Gade in
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