Coordinating visualizations of polysemous action: values added for grounding proportion.

Autor/inn/en	Abrahamson, Dor; Lee, Rosa G.; Negrete, Andrea G.; Gutiérrez, José F.
Titel	Coordinating visualizations of polysemous action: values added for grounding proportion.
Quelle	In: ZDM : mathematics education, 46 (2014) 1, S. 79-93 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-013-0521-7
Schlagwörter	Didaktik; Visualisieren; Lösungsstrategie; Proportionalität
Abstract	We contribute to research on visualization as an epistemic learning tool by inquiring into the didactical potential of having students visualize one phenomenon in accord with two different partial meanings of the same concept. 22 grade 4-6 students participated in a design study that investigated the emergence of proportional-equivalence notions from mediated perceptuomotor schemas. Working as individuals or pairs in tutorial clinical interviews, students solved non-symbolic interaction problems that utilized remote-sensing technology. Next, they used symbolic artifacts interpolated into the problem space as semiotic means to objectify in mathematical register a variety of both additive and multiplicative solution strategies. Finally, they reflected on tensions between these competing visualizations of the space. Micro-ethnographic analyses of episodes from three paradigmatic case studies suggest that students reconciled semiotic conflicts by generating heuristic logico-mathematical inferences that integrated competing meanings into cohesive conceptual networks. These inferences hinged on revisualizing additive elements multiplicatively. Implications are drawn for rethinking didactical design for proportions.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2014/3