dc.contributor.author | Bjuland, Raymond | |
dc.date.accessioned | 2014-10-24T08:27:41Z | |
dc.date.available | 2014-10-24T08:27:41Z | |
dc.date.issued | 2012-09 | |
dc.identifier.citation | Bjuland, R. (2012) The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasoning. ZDM Mathematics Education, 44(5), pp. 665–675 | nb_NO |
dc.identifier.uri | http://hdl.handle.net/11250/224422 | |
dc.description | The final publication is available at Springer via http://dx.doi.org/10.1007/s11858-012-0421-2. | nb_NO |
dc.description.abstract | This paper focuses on the semiotic resources
used by an experienced sixth-grade teacher when her pupils
are working on a mathematical task involving written text
and the two inscriptions of figure and diagram. Socio-cultural
analytical constructs such as semiotic bundle, space of
joint action and togethering are applied in order to enable
and frame the collective activity of the teacher and pupils.
Four extracts from different situations in the classroom
illustrate the important role of both teacher gestures and
pupil gestures, interacting with other modalities such as
speech and inscription, in the process of making sense of
pupils’ appropriation of coordinating two dimensions in a
diagram. It is argued that the nature of the mathematical
task is an important entry point into early algebraic reasoning.
The study emphasises the mediating role of the
dynamics of semiotic bundles produced in teacher–pupil
dialogues as a promising way to address the fundamental
relationships between mathematics, pupil and teacher in a
classroom context in order to provoke pupil involvement
and engagement when experiencing mathematics. | nb_NO |
dc.language.iso | eng | nb_NO |
dc.publisher | Springer | nb_NO |
dc.subject | semiotikk | nb_NO |
dc.subject | semiotics | nb_NO |
dc.subject | gestures | nb_NO |
dc.subject | algebraic reasoning | nb_NO |
dc.subject | mediation | nb_NO |
dc.subject | didactics | nb_NO |
dc.title | The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasoning | nb_NO |
dc.type | Journal article | nb_NO |
dc.type | Peer reviewed | nb_NO |
dc.subject.nsi | VDP::Social science: 200::Education: 280::General education: 281 | nb_NO |
dc.source.pagenumber | 665-675 | nb_NO |
dc.source.volume | 44 | nb_NO |
dc.source.journal | ZDM | nb_NO |
dc.source.issue | 5 | nb_NO |
dc.identifier.doi | 10.1007/s11858-012-0421-2 | |