Between the Physical and the Digital Spacetime of the Mathematics Classroom: Boundary Infrastructures, Immersion and Embodiment

Abstract

This paper conceptualizes the hybrid mathematics classroom as a spacetime boundary infrastructure emerging from the interplay of physical and digital environments. Drawing on systems theory, phenomenology and Lefebvre’s production of space, I use the notions of designed, constructed and given spaces to characterize the multileveled spatial, temporal and social affordances of the hybrid mathematics classroom. Prior empirical work with highly trained primary teachers showed efforts to pedagogically engineer digital platforms to reproduce key spatiotemporal characteristics of the physical classroom, positioning teachers along a continuum of denial, partial acceptance and acceptance regarding the feasibility of mathematics teaching in hybrid space. It is argued that hybrid classrooms should be studied as biosocial infrastructures organizing embodied, emotional and cognitive participation across levels of immersion. The argument is concretized through a design scenario for a hybrid primary mathematics lesson involving a shared virtual reality environment for angle exploration, from which implications are drawn for immersive learning design and teacher professional development.