This activity allows students to experience a parabola as a set of points equidistant from a point and a line. It starts from the isosceles triangle and continues towards expressing the formula of a parabola.

Research publications:

Shvarts, A., & Abrahamson, D. (2024). Intercorporeal functional dynamic system: A dual eye-tracking study of student-tutor collaboration. In L. D. Edwards & C. M. Krause (Eds.), The body in mathematics: Theoretical and methodological lenses (pp. 126–173). Brill. https://doi.org/10.1163/9789004717701_006

Flood, V. J., Shvarts, A., & Abrahamson, D. (2022). Responsive Teaching for Embodied Learning with Technology. In Movement Matters (pp. 179–196). The MIT Press. https://doi.org/10.7551/mitpress/13593.003.0020

Shvarts, A., & Abrahamson, D. (2019). Dual-eye-tracking Vygotsky: A microgenetic account of a teaching/learning collaboration in an embodied-interaction technological tutorial for mathematics. Learning, Culture and Social Interaction, 22, 100316. https://doi.org/10.1016/J.LCSI.2019.05.003

Shvarts, A. (2018) A dual eye-tracking study of objectification as student–tutor joint activity appropriation, In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 171-178). Umeå, Sweden: PME.

Shvarts, A., Abrahamson D. (2018) Towards a Complex Systems Model of Enculturation: A Dual Eye-Tracking Study. The annual meeting of the American Educational Research Association (AERA 2018 SIG Learning Sciences), New York City, 13-18 April, 2018.

Professional publications:

Shvarts, A. (2022). Leer wiskunde zoals je leert fietsen – Een embodied benadering van onderwijstechnologieën. Euclides 97(4), 48– https://archief.vakbladeuclides.nl/bestanden/097_2021-22_04.pdf