MATHEMATICAL MEANING IN MODELLING CONTEXT THROUGH THE ONTO-SEMIOTICS APPROACH
Abstract
Full Text:
PDFReferences
Blum, W., & Borromeo, R. (2009). Mathematical Modelling: Can It Be Taught And Learnt? Journal of Mathematical Modelling and Application, 1(1), 45–58.
Ero-Tolliver, I., Lucas, D., & Schauble, L. (2013). Young Children’s Thinking About Decomposition: Early Modelling Entrees to Complex Ideas in Science. Research in Science Education, 43(5), 2137–2152. https://doi.org/10.1007/s11165-012-9348-4
Font, V., Godino, J. D., & D’Amore, B. (2007). An onto-semiotic approach to representation in mathematics education. For the Learning of Mathematics, 27(2), 2–7, 14. Recuperado de http://www.jstor.org/stable/40248564
Frejd, P., & Bergsten, C. (2016). Mathematical modelling as a professional task. Educational Studies in Mathematics, 91(1). https://doi.org/10.1007/s10649-015-9654-7
García, F. J., & Bosch, M. (2006). Mathematical modelling as a tool for the connection of school mathematics. ZDM - International Journal on Mathematics Education, 38(3), 226–246. https://doi.org/10.1007/BF02652807
Garderen, D. Van. (2006). Imagery , and Mathematical, 39(6), 496–506.
Godino, J. D., Amore, B. D., & Font, V. (2007). AN ONTO-SEMIOTIC APPROACH TO REPRESENTATIONS IN MATHEMATICS EDUCATION. For the Learning of Mathematics, 27(2), 2–14.
Godino, J. D., & Batanero, C. (1997). CLARIFYING THE MEANING OF MATHEMATICAL OBJECTS AS A PRIORITY AREA OF RESEARCH IN MATHEMATICS EDUCATION 1. In An ICMI Study Book 1 (p. 1–17). The Netherlands: Kluwer Academic Publishers.
Godino, J. D., Batanero, C., & Font, V. (2007). The onto-semiotic approach to research in mathematics education. ZDM: The International Journal on Mathematics Education, 39(1–2), 127–135. https://doi.org/10.1007/s11858-006-0004-1
Godino, J. D., Granada, U. De, & Vicenç Font. (2006). ANÁLISIS DE PROCESOS DE INSTRUCCIÓN BASADO EN EL ENFOQUE ONTOLÓGICO - SEMIÓTICO DE LA COGNICIÓN MATEMÁTICA. Recherches en Didactiques des Mathematiques, 1(26), 39–88.
Kaiser, G., Blomhøj, M., & Sriraman, B. (2006). Towards a didactical theory for mathematical modelling. ZDM - International Journal on Mathematics Education, 38(2), 82–85. https://doi.org/10.1007/BF02655882
Leiss, D., Schukajlow, S., Blum, W., Messner, R., & Pekrun, R. (2010). Zur Rolle des Situationsmodells beim mathematischen Modellieren - Aufgabenanalysen, Schülerkompetenzen und Lehrerinterventionen. Journal fur Mathematik-Didaktik, 31(1), 119–141. https://doi.org/10.1007/s13138-010-0006-y
Malaspina, U., Wilhelmi, M. R., & Barcelona, U. De. (2008). Mathematical Objects Through the Lens of Three, 1.
Mentzer, N., Huffman, T., & Thayer, H. (2014). High school student modelling in the engineering design process. International Journal of Technology and Design Education, 24(3), 293–316. https://doi.org/10.1007/s10798-013-9260-x
Montiel, M., Wilhelmi, M. R., Vidakovic, D., & Elstak, I. (2009). Using the onto-semiotic approach to identify and analyze mathematical meaning when transiting between different coordinate systems in a multivariate context. Educational Studies in Mathematics, 72(2), 139–160. https://doi.org/10.1007/s10649-009-9184-2
Rellensmann, J., Schukajlow, S., & Leopold, C. (2017). Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical modelling performance. Educational Studies in Mathematics, 95(1), 53–78. https://doi.org/10.1007/s10649-016-9736-1
Schukajlow, S., Kolter, J., & Blum, W. (2015). Scaffolding mathematical modelling with a solution plan. ZDM - Mathematics Education, 47(7), 1241–1254. https://doi.org/10.1007/s11858-015-0707-2
Schukajlow, S., Krug, A., & Rakoczy, K. (2015). Effects of prompting multiple solutions for modelling problems on students’ performance. Educational Studies in Mathematics, 89(3), 393–417. https://doi.org/10.1007/s10649-015-9608-0
Stender, P., & Kaiser, G. (2015). Scaffolding in complex modelling situations. ZDM - Mathematics Education, 47(7), 1255–1267. https://doi.org/10.1007/s11858-015-0741-0
Tan, L. S., & Ang, K. C. (2016). A school-based professional development programme for teachers of mathematical modelling in Singapore. Journal of Mathematics Teacher Education, 19(5). https://doi.org/10.1007/s10857-015-9305-z
Van Meter, P. (2001). Drawing construction as a strategy for learning from text. Journal of Educational Psychology, 93(1), 129–140. https://doi.org/10.1037//0022-0663.93.1.129
Van Meter, P., & Garner, J. (2005). The promise and practice of learner-generated drawing: Literature review and synthesis. Educational Psychology Review, 17(4), 285–325. https://doi.org/10.1007/s10648-005-8136-3
Refbacks
- There are currently no refbacks.
International Journal of Insight for Mathematics Teaching is licensed under
Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)