Semiotic and Theoretic Control within and across Conceptual Frames [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Bikner-Ahsbahs, Angelika; Sabena, Cristina; Arzarello, Ferdinando; Krause, Christina
Titel	Semiotic and Theoretic Control within and across Conceptual Frames [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Semiotics; Epistemology; Cognitive Processes; Decision Making; Persuasive Discourse; Problem Solving; Mathematics Skills; Mathematics Activities; Geometric Concepts; Geometry; High School Students; Grade 10; Foreign Countries; Equations (Mathematics); Mathematical Logic; Logical Thinking; Germany + Suchen Sie Ihr Suchwort? Semiotik; Erkenntnistheorie; Cognitive process; Kognitiver Prozess; Decision-making; Entscheidungsfindung; Persuasion; Persuasive Kommunikation; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elementare Geometrie; Geometrie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Equations; Mathematics; Gleichungslehre; Mathematical logics; Mathematische Logik; Deutschland
Abstract	This paper refers to the concept of semiotic and theoretic control describing resources to conduct decisions in epistemic processes. We consider an argumentation process from a complex problem-solving activity involving different conceptual frames related to parabolas. Using a micro-analytical interpretative lens, we will show that, in order to carry out the argumentation activity, semiotic and theoretic control within conceptual frames (local control) needs to be co-ordinated with control across different conceptual frames (global control). [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01