Realization of the mathematical signifier 25 × 12

Abstract

This paper identifies how a mathematical signifier “25 × 12” is realized through the practice of multiple solution strategies when teaching multiplication. This case study is conducted in a fifthgrade classroom where the teacher employs a context-based explorative teaching approach. Analyses of data from teaching sessions show that the teacher prioritizes effective mathematical communication through representations, gestures and visual mediators. The result shows that the students attained a set of mathematical realizations of the signifier by examining the discursive equivalence established through mathematical communication, gestures, multiple connections and use of visual mediators in the discourse. Possible implications of these findings are discussed.