Try to See It My Way: The Discursive Function of Idiosyncratic Mathematical Metaphor

Autor/inn/en	Abrahamson, Dor; Gutierrez, Jose F.; Baddorf, Anna K.
Titel	Try to See It My Way: The Discursive Function of Idiosyncratic Mathematical Metaphor
Quelle	In: Mathematical Thinking and Learning: An International Journal, 14 (2012) 1, S.55-80 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2012.625076
Schlagwörter	Mathematics Education; Figurative Language; Probability; Mathematics Instruction; Interviews; Teaching Methods; Children; Problem Solving; Investigations; Learning Strategies; Student Attitudes; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Mathematische Bildung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Mathematics lessons; Mathematikunterricht; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Child; Kind; Kinder; Problemlösen; Untersuchung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten
Abstract	What are the nature, forms, and roles of metaphors in mathematics instruction? We present and closely analyze three examples of idiosyncratic metaphors produced during one-to-one tutorial clinical interviews with 11-year-old participants as they attempted to use unfamiliar artifacts and procedures to reason about realistic probability problems. Our interpretations of these episodes suggest that metaphor is both spurred by and transformative of joint engagement in situated activities: metaphor serves individuals as semiotic means of objectifying and communicating their own evolving understanding of disciplinary representations and procedures, and its multimodal instantiation immediately modifies interlocutors' attention to and interaction with the artifacts. Instructors steer this process toward normative mathematical views by initiating, modifying, or elaborating metaphorical constructions. We speculate on situation parameters affecting students' utilization of idiosyncratic resources as well as how socio-mathematical license for metaphor may contribute to effective instructional discourse. (Contains 3 figures and 6 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10