A SEMIOTIC VIEW OF THE ROLE OF IMAGERY AND INSCRIPTIONS IN MATHEMATICS TEACHING AND LEARNING

被引：0

作者：

Presmeg, Norma ^{[1
]}

机构：

[1] Illinois State Univ, Normal, IL 61761 USA

来源：

PME 30: PROCEEDINGS OF THE 30TH CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 1, | 2006年

关键词：

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Because the objects of mathematics cannot be apprehended directly by the senses, the role of mediating signs is crucial in all mathematical activity, including its teaching and learning. In particular, this semiotic account addresses visual sign vehicles in the form of mental images or externally presented inscriptions (written or on computer screens) and indicates by means of examples from research projects over the last 30 years and recently, how various interpretations of the relationships amongst signs may facilitate or hinder the construction of mathematical knowledge at all levels. Of particular significance is the investigation of ways that teaching may facilitate learners' building of connections amongst mathematical signs. By highlighting structures and patterns across domains such connections may foster generalizations and combat the phenomenon of compartmentalization.

引用

页码：19 / 34

页数：16