Learning with Friction—Students’ Gestures and Enactment in Relation to a GeoGebra Simulation

Abstract The present study contributes to the understanding of physics students’ representational competence by examining specific bodily practices (e.g. gestures, enactment) interaction and constructions representations in relation a digital learning environment. We analyse video data upper-secondary school with GeoGebra simulation friction. Our analysis is based on assumption that, collaborative environment, students use their bodies as means dealing interpretational problems, that exploring gestures enactment can be used sensemaking processes. This shows features simulation—features connected microscopic aspects friction—triggered ask what-if why questions consequently, learn about representation. During this sense-making process, improvised own make ideas more explicit. findings extend current research bringing attention role generation processes representations.