ABSTRACT
Middle school students will turn to a whiteboard as a source of external memory while solving a challenging problem involving three-dimensional reasoning. A drawing becomes taken-as-shared during the discourse, and the meaning of various lines that are drawn goes through periods of negotiation in order to establish the common ground needed to construct agreement among the members of a class. Learning, the reader will recall, is based on enduring change. Social situations can make people hyper-aware of their surroundings and changes in manners. The interconnections between sociocultural processes and embodiment comes in two distinct and complementary forms. Knowing-with serves as a complement to knowing-that and knowing-how. Sociocultural processes emphasize the practices and forms of knowing-with that emerge from prolonged social interactions, such as being part of a sustained community, and adopting the collective values, norms, and ways of seeing, talking and reasoning.
