The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasoning

Author:

Bjuland Raymond

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Reference28 articles.

1. Arzarello, F., Paola, D., Robutti, O., & Sabena, C. (2009). Gestures as semiotic resources in the mathematics classroom. Educational Studies in Mathematics, 70, 97–109.

2. Bell, A., Brekke, G., & Swan, M. (1986). Diagnostic teaching: 5 graphical interpretation teaching styles and their effects. Mathematics Teaching, 120, 50–57.

3. Bjuland, R., Cestari, M. L., & Borgersen, H. E. (2008a). The interplay between gesture and discourse as mediating devices in collaborative mathematical reasoning. A multimodal approach. Mathematical Thinking and Learning, 10(3), 271–292.

4. Bjuland, R., Cestari, M. L., & Borgersen, H. E. (2008b). A teacher’s use of gesture and discourse as communicative strategies in the presentation of a mathematical task. In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano, & A. Sepúlveda (Eds.), Proceedings of the 32nd conference of the international group for the psychology of mathematics education (PME 32) (Vol. 2, pp. 185–192). Morelia: Universidad Michoacana de san Nicolás de Hidalgo.

5. Bjuland, R., Cestari, M. L., & Borgersen, H. E. (2010). A teacher’s use of gesture and discourse as communicative strategies in concluding a mathematical task. In V. Durrand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds.), Proceedings of the sixth congress of the European society for research in mathematics education (CERME 6, Lyon, France) (pp. 884–893). Université de Lyon.

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