Activity with Signs and Speaking About It: Exploring Students’ Mathematical Lines of Thought Regarding the Derivative

Publikation: Beitrag in FachzeitschriftArtikelForschungPeer-Review

Externe Organisationen

  • Alpen-Adria-Universitat Klagenfurt (AAU)
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Details

OriginalspracheEnglisch
Seiten (von - bis)1587-1611
Seitenumfang25
FachzeitschriftInternational Journal of Science and Mathematics Education
Jahrgang18
Ausgabenummer8
Frühes Online-Datum10 Dez. 2019
PublikationsstatusVeröffentlicht - 1 Dez. 2020
Extern publiziertJa

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

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Activity with Signs and Speaking About It: Exploring Students’ Mathematical Lines of Thought Regarding the Derivative. / Wille, Annika M.
in: International Journal of Science and Mathematics Education, Jahrgang 18, Nr. 8, 01.12.2020, S. 1587-1611.

Publikation: Beitrag in FachzeitschriftArtikelForschungPeer-Review

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