The University of Southampton
University of Southampton Institutional Repository

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
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
2
128-138
Charles University Press
Ainley, Janet
15f0eec1-f28f-45d1-8c55-b8de6c227dd8
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
Novotna, J.
Ainley, Janet
15f0eec1-f28f-45d1-8c55-b8de6c227dd8
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
Novotna, J.

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 Press, pp. 128-138.

Record type: 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 - Other
Download (319kB)

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
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 13 Jan 2005
Last modified: 07 Oct 2020 01:40

Export record

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×