# Chain of signification

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==References== | ==References== | ||

- | * Bakker, A. (2005) {{ | + | |

- | * Cobb, P., Gravemeijer, K., Yackel, E., McClain, K., & Whitenack, J. (1997). {{ | + | * Bakker, A. (2005) {{refworks|Diagrammatic reasoning and hypostatic abstraction in statistics education|3072}}. Educational Studies in Mathematics 60(3), 333-358. |

- | * Freudenthal, H. (1991). {{ | + | * Cobb, P., Gravemeijer, K., Yackel, E., McClain, K., & Whitenack, J. (1997). {{refworks|Mathematizing and symbolizing: The emergence of chains of signification in one first-grade classroom|2473}}. In D. Kirswner & J. A. Whitson (Eds.), Situated cognition theory: Social, semiotic, and perspectives (pp. 151-233). Mahwah, NJ, USA: Lawrence Erlbaum Associates. |

+ | * Freudenthal, H. (1991). {{refworks|Revisiting Mathematics Education. China Lectures|3006}}. Dordrecht: Kluwer Academic Publishers. | ||

* Gravemeijer, K.P.E. (1994). Educational development and developmental research. Journal for Research in Mathematics Education, 25, 443-471. | * Gravemeijer, K.P.E. (1994). Educational development and developmental research. Journal for Research in Mathematics Education, 25, 443-471. | ||

* Peirce, Charles S. (1931–1966). The Collected Papers of Charles S. Peirce, 8 vols., C. Hartshorne, P. Weiss, and A. W. Burks (eds.). Cambridge: Harvard University Press. | * Peirce, Charles S. (1931–1966). The Collected Papers of Charles S. Peirce, 8 vols., C. Hartshorne, P. Weiss, and A. W. Burks (eds.). Cambridge: Harvard University Press. | ||

- | * Sáenz-Ludlow, A. (2003). {{ | + | * Sáenz-Ludlow, A. (2003). {{refworks|A collective chain of signification in conceptualizing fractions: a case of a fourth-grade class|3100}}. The Journal of Mathematical Behavior, 22(2), 181-211. |

* [[Semiotics]] | * [[Semiotics]] | ||

## Current revision as of 11:35, 17 July 2010

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* Chain_of_signification (dutch)

## General

Making a connection between concept and actual reasoning and manipulating during problem solving. This exchange between concept and reasoning is build up from small steps and gives a chain that is important in recognizing and solving the problem.

## References

- Bakker, A. (2005) Diagrammatic reasoning and hypostatic abstraction in statistics education. Educational Studies in Mathematics 60(3), 333-358.
- Cobb, P., Gravemeijer, K., Yackel, E., McClain, K., & Whitenack, J. (1997). Mathematizing and symbolizing: The emergence of chains of signification in one first-grade classroom. In D. Kirswner & J. A. Whitson (Eds.), Situated cognition theory: Social, semiotic, and perspectives (pp. 151-233). Mahwah, NJ, USA: Lawrence Erlbaum Associates.
- Freudenthal, H. (1991). Revisiting Mathematics Education. China Lectures. Dordrecht: Kluwer Academic Publishers.
- Gravemeijer, K.P.E. (1994). Educational development and developmental research. Journal for Research in Mathematics Education, 25, 443-471.
- Peirce, Charles S. (1931–1966). The Collected Papers of Charles S. Peirce, 8 vols., C. Hartshorne, P. Weiss, and A. W. Burks (eds.). Cambridge: Harvard University Press.
- Sáenz-Ludlow, A. (2003). A collective chain of signification in conceptualizing fractions: a case of a fourth-grade class. The Journal of Mathematical Behavior, 22(2), 181-211.
- Semiotics

## Versions of this document

- 20080819, wikiteam