Abstract
A system of knowledge representation, especially when used in educational settings, both configures the understanding of the phenomenon being represented and designs the communicative setting, in terms of patterns of interaction and assessment practices. The “fixedness” of materialised representations imposes a particular recognised reading path, and a voice of authority defines and delimits the characteristics of the phenomena.
DOI: https://doi.org/10.16993/dfl.32 | Journal eISSN: 2001-7480
Language: English
Page range: 6 - 7
Published on: Sep 1, 2011
Published by: Stockholm University Press
In partnership with: Paradigm Publishing Services
© 2011 Anna-Lena Kempe, Staffan Selander, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.