ABSTRACT
The focal episode of the chapter follows a group of three high-school students namely Lauryn, Natalie, and Tahir completing a large-scale geometry task outdoors on a university campus lawn using everyday materials such as ropes, lawn flags, and flagging tape. The author call this type of task walking scale geometry (WSG), to emphasize the engagement of students' whole bodies in motion during problem solving, using the ground as a 'drawing' surface. Natalie was a rising 10th-grader and had already completed a year of high-school-level geometry before summer enrichment course (SEC). The aim of KAIA and this volume being to bridge interaction analysis (IA) with knowledge analysis (KA), people see themselves charged with adding a KA take on the data. People have posited empirical heuristics for keeping track of evidence of the scale of cognitive dynamics, allowing for decisions regarding the unit of analysis based on the data.
