The Role of Visual Representations for Structuring Classroom Mathematical Activity

Autor/inn/en	David, Maria Manuela; Tomaz, Vanessa Sena
Titel	The Role of Visual Representations for Structuring Classroom Mathematical Activity
Quelle	In: Educational Studies in Mathematics, 80 (2012) 3, S.413-431 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-011-9358-6
Schlagwörter	Mathematics Education; Visualization; Foreign Countries; Mathematics Instruction; Teaching Methods; Educational Research; Geometry; Public Schools; Elementary School Mathematics; Theories; Brazil + Suchen Sie Ihr Suchwort? Mathematische Bildung; Visualisation; Visualisierung; Ausland; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Geometrie; Public school; Öffentliche Schule; Elementare Mathematik; Schulmathematik; Theory; Theorie; Brasilien
Abstract	It is our presupposition that there is still a need for more research about how classroom practices can exploit the use and power of visualization in mathematics education. The aim of this article is to contribute in this direction, investigating how visual representations can structure geometry activity in the classroom and discussing teaching practices that can facilitate students' visualization of mathematical objects. We present one illustrative episode that shows how drawings of geometrical figures have a powerful role in structuring and modifying the mathematical activity in the classroom. It was selected from a database that we have been building to investigate the learning of mathematics in public elementary schools in Brazil. The framework of Activity Theory helped in the characterization of the episode as a system of interconnected activities. We discuss the changes and transformations perceived in those activities; and we explore the idea of miniature cycles of learning actions to focus on the mathematical learning that is taking place. We describe the dynamics and the complexity of the ongoing activity in the calculation of areas; and, how drawings form a part, and show their influence, in it. We argue that part of this influence was associated with the contradiction between abstract mathematical ideas and their empirical representations, revealed by the tensions perceived in the activities analysed; and, simultaneously, that we could see as an impelling force for the learning of the rules and norms which regulate the use of visual representations in school mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10