"This One Is That": A Semiotic Lens on Quantitative Reasoning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Gantt, Allison L.; Paoletti, Teo; Greenstein, Steven
Titel	"This One Is That": A Semiotic Lens on Quantitative Reasoning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Semiotics; Mathematics Instruction; Instructional Materials; Computer Software; Concept Formation; Mathematical Concepts; Thinking Skills; Mathematics Skills; Case Studies; Learning Processes; Algebra; Schemata (Cognition); Grade 6; Middle School Students; Task Analysis; Video Technology; Geometry + Suchen Sie Ihr Suchwort? Semiotik; Mathematics lessons; Mathematikunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Concept learning; Begriffsbildung; Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Case study; Fallstudie; Case Study; Learning process; Lernprozess; Cognition; Schema; Kognition; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Aufgabenanalyse; Geometrie
Abstract	Despite significant research exploring students' quantitative reasoning, few studies have explored the semiotic processes that mediate its development. In this report, we present a case study to show how one student constructed a semiotic chain for a quantity as he worked with a mathematical task. Importantly, we connect frameworks for quantitative reasoning and semiotics to make sense of this process. Our findings show how our case student constructed a sign for a chunk of change in a triangle to support his later construction of the quantity of amount of change of area. We also describe how the case student leveraged these signs to bolster his development of the quantity of total area. We emphasize the role of artifacts, such as physical manipulatives, a digital applet, and a diagram, in this process. Finally, we discuss the implications of this analysis for future studies that explore students' constructions of quantity. [For the complete proceedings, see ED630210.] (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	2024/1/01