Is what you see what you get? representations, metaphors and tools in mathematics didactics
Is what you see what you get? representations, metaphors and tools in mathematics didactics
This paper is exploratory in character. The aim is to investigate ways in which it is possible to use the theoretical concepts of representations, tools and metaphors to try to understand what learners of mathematics ‘see’ during classroom interactions (in their widest sense) and what they might get from such interactions. Through an analysis of a brief classroom episode, the suggestion is made that what learners see may not be the same as what they get. From each of several theoretical perspectives utilised in this paper, what learners ‘get’ appears to be something extra. According to our analysis, this something ‘extra’ is likely to depend on the form of technology being used and the representations and metaphors that are available to both teacher and learner.
representation, metaphor, tool, mathematics, teaching, learning, didactics, pedagogy, computers, ICT, curriculum, technology
8072900757
128-138
Ainley, Janet
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Barton, Bill
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Jones, Keith
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Pfannkuch, Maxine
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Thomas, Mike
d05fc21a-7f09-45d8-b6f6-2ed740db8c23
2002
Ainley, Janet
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Barton, Bill
f9bfffa1-ce1e-4999-8f3e-a7763bea503e
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Pfannkuch, Maxine
85e760f7-8ada-4d9a-9429-8fd348da306a
Thomas, Mike
d05fc21a-7f09-45d8-b6f6-2ed740db8c23
Ainley, Janet, Barton, Bill, Jones, Keith, Pfannkuch, Maxine and Thomas, Mike
(2002)
Is what you see what you get? representations, metaphors and tools in mathematics didactics.
In,
Novotna, J.
(ed.)
European Research in Mathematics Education II.
(European Research in Mathematics Education, 2)
Prague.
Charles University, .
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Book Section
Abstract
This paper is exploratory in character. The aim is to investigate ways in which it is possible to use the theoretical concepts of representations, tools and metaphors to try to understand what learners of mathematics ‘see’ during classroom interactions (in their widest sense) and what they might get from such interactions. Through an analysis of a brief classroom episode, the suggestion is made that what learners see may not be the same as what they get. From each of several theoretical perspectives utilised in this paper, what learners ‘get’ appears to be something extra. According to our analysis, this something ‘extra’ is likely to depend on the form of technology being used and the representations and metaphors that are available to both teacher and learner.
Text
Ainley_et_al_representations_metaphors_tools_2003.pdf
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More information
Published date: 2002
Keywords:
representation, metaphor, tool, mathematics, teaching, learning, didactics, pedagogy, computers, ICT, curriculum, technology
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 13999
URI: http://eprints.soton.ac.uk/id/eprint/13999
ISBN: 8072900757
PURE UUID: ecff05f6-61cf-4464-8be0-94a6a3ed44dc
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Date deposited: 13 Jan 2005
Last modified: 15 Mar 2024 05:16
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Contributors
Author:
Janet Ainley
Author:
Bill Barton
Author:
Maxine Pfannkuch
Author:
Mike Thomas
Editor:
J. Novotna
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