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Representing the one left over: A social semiotic perspective of students’ use of screen casting

Citation

Murphy, C and Calder, N, Representing the one left over: A social semiotic perspective of students' use of screen casting, Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10), 1-5 February 2017, Dublin, Ireland, pp. 2603-2610. ISBN 978-1-873769-73-7 (2017) [Refereed Conference Paper]


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Copyright 2017 the Authors

Official URL: http://www.mathematik.uni-dortmund.de/~erme/index....

Abstract

This paper examines the potential of using screen casting with an iPad to enhance learning in mathematics. Data are presented from two seven-year-old students as they use the Explain Everything app to solve a division with remainder problem (DWR). A social semiotic perspective was used to interpret students’ use of multiple modes as they represented the mathematical ideas within the context of the problem. We consider how a social semiotic perspective has the potential to draw attention to the students’ interests and emerging expressions in representing mathematical relationships. We further consider how the use of representations in the app might relate to student learning.

Item Details

Item Type:Refereed Conference Paper
Keywords:mobile technologies, multimodality, primary mathematics, representations, social semiotics
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Murphy, C (Dr Carol Murphy)
ID Code:123752
Year Published:2017
Deposited By:Education
Deposited On:2018-01-24
Last Modified:2018-03-28
Downloads:0

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