Young students' subjective interpretations of mathematical diagrams: elements of the theoretical construct "frame-based interpreting competence".

Autor/inn/en	Steenpaß, Anke; Steinbring, Heinz
Titel	Young students' subjective interpretations of mathematical diagrams: elements of the theoretical construct "frame-based interpreting competence".
Quelle	In: ZDM : mathematics education, 46 (2014) 1, S. 3-14 PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-013-0544-0
Schlagwörter	Bildungsforschung; Empirische Untersuchung; Grundschule; Schüler; Visualisieren; Mathematikunterricht; Darstellungsmittel; Diagramm; Interpretation; Deutschland
Abstract	During the last few decades several studies have showed that mathematical visual aids are not at all self-explanatory. Nevertheless, students do make sense of those representations spontaneously and - as a matter of course - cannot avoid their own sense-making. Further, the function of visual aids as ''re-presentation'' of a given structure is complemented through an epistemological function to explore mathematical structures and generate new meaning. But in which way do socially learned interpreting schemes (frames) influence children's subjective interpretations of mathematical diagrams? The CORA project investigates which frames can be reconstructed in young pupils' interpretations of visual diagrams. This paper presents central ideas, theoretical background and - by means of short sequences from pre- and postinterviews - first aspects of ''frame-based interpreting competence''. We describe children's subjective frames in a range between ''object-oriented'' (focus on the diagram's visible elements) and ''system-oriented'' (focus on relation between those elements). (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/3