Calculators, Graphs, Gestures and the Production of Meaning [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p55-62.

Autor/inn/en	Radford, Luis; Demers, Serge; Guzman, Jose; Cerulli, Michele
Titel	Calculators, Graphs, Gestures and the Production of Meaning [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p55-62.
Quelle	4 (2003), S.55-62 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Graphs; Calculators; Grade 11; Mathematics Instruction; Nonverbal Communication; High School Students; Secondary School Mathematics; Semiotics; Mathematics Activities; Mathematical Concepts; Computation; Spatial Ability; Motion; Mathematics Skills + Suchen Sie Ihr Suchwort? Grafische Darstellung; Calculator; Rechner; Rechenmaschine; School year 11; 11. Schuljahr; Schuljahr 11; Mathematics lessons; Mathematikunterricht; Non-verbal communication; Nonverbale Kommunikation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Semiotik; Räumliches Vorstellungsvermögen; Bewegungsablauf; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	In this paper we report an analysis of a teaching sequence in which Grade 11 students were asked to produce some graphs corresponding to the relationship between time and distance of a cylinder moving up and down an inclined plane. The students were also asked to carry out the experience using a TI 83+ graphic calculator equipped with a sensor, and to discuss and explain the differences between their own graphs and the ones obtained with the calculator. We analyze the students' processes of meaning production in terms of the way diverse semiotic resources such as gestures, graphs, words and artifacts become interwoven during the mathematical activity. Our findings suggest that a complex relationship between gestures and words allow the students to make sense of the time-space graphic expressions. (Contains 4 figures.) [For complete proceedings, see ED500860.] (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10