Details
| Originalsprache | Englisch |
|---|---|
| Seiten (von - bis) | 1587-1611 |
| Seitenumfang | 25 |
| Fachzeitschrift | International Journal of Science and Mathematics Education |
| Jahrgang | 18 |
| Ausgabenummer | 8 |
| Frühes Online-Datum | 10 Dez. 2019 |
| Publikationsstatus | Veröffentlicht - 1 Dez. 2020 |
| Extern publiziert | Ja |
Abstract
In order to participate proficiently in mathematical activity, a student needs to become fluent in both mathematical sign activity and speaking about the activity with signs. From the theoretical viewpoint of the philosophers Wittgenstein and Peirce, on the one hand, mathematics is seen as a sign game, while on the other hand experiments with signs allow for observable, communicable and describable reasoning. In this article, the focus is on the student’s sign activity and his or her speaking about it and the question of how they are intertwined. To that end, a method is presented to display the interplay of student’s activity with signs and speaking about it, and in particular, to reconstruct the student’s line of argumentation. This is applied to a case study where imaginary dialogues written by a class of grade 11 students on the topic “derivative” were analyzed.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
- Mathematik (insg.)
Zitieren
- Standard
- Harvard
- Apa
- Vancouver
- BibTex
- RIS
in: International Journal of Science and Mathematics Education, Jahrgang 18, Nr. 8, 01.12.2020, S. 1587-1611.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Activity with Signs and Speaking About It
T2 - Exploring Students’ Mathematical Lines of Thought Regarding the Derivative
AU - Wille, Annika M.
N1 - Funding Information: Open access funding provided by University of Klagenfurt
PY - 2020/12/1
Y1 - 2020/12/1
N2 - In order to participate proficiently in mathematical activity, a student needs to become fluent in both mathematical sign activity and speaking about the activity with signs. From the theoretical viewpoint of the philosophers Wittgenstein and Peirce, on the one hand, mathematics is seen as a sign game, while on the other hand experiments with signs allow for observable, communicable and describable reasoning. In this article, the focus is on the student’s sign activity and his or her speaking about it and the question of how they are intertwined. To that end, a method is presented to display the interplay of student’s activity with signs and speaking about it, and in particular, to reconstruct the student’s line of argumentation. This is applied to a case study where imaginary dialogues written by a class of grade 11 students on the topic “derivative” were analyzed.
AB - In order to participate proficiently in mathematical activity, a student needs to become fluent in both mathematical sign activity and speaking about the activity with signs. From the theoretical viewpoint of the philosophers Wittgenstein and Peirce, on the one hand, mathematics is seen as a sign game, while on the other hand experiments with signs allow for observable, communicable and describable reasoning. In this article, the focus is on the student’s sign activity and his or her speaking about it and the question of how they are intertwined. To that end, a method is presented to display the interplay of student’s activity with signs and speaking about it, and in particular, to reconstruct the student’s line of argumentation. This is applied to a case study where imaginary dialogues written by a class of grade 11 students on the topic “derivative” were analyzed.
KW - Calculus
KW - Language and mathematics
KW - Peirce
KW - Semiotics
KW - Wittgenstein
UR - http://www.scopus.com/inward/record.url?scp=85076552915&partnerID=8YFLogxK
U2 - 10.1007/s10763-019-10024-1
DO - 10.1007/s10763-019-10024-1
M3 - Article
AN - SCOPUS:85076552915
VL - 18
SP - 1587
EP - 1611
JO - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
SN - 1571-0068
IS - 8
ER -