id: 06586024
dt: a
an: 2016d.00933
au: Yoon, Caroline; Miskell, Tessa
ti: Visualising cubic reasoning with semiotic resources and modeling cycles.
so: SaĆ©nz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning
mathematics. How to describe the construction, visualisation, and
communication of mathematical concepts. Rotterdam: Sense Publishers
(ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk;
978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and
Learning of Mathematics Series 3, 89-109 (2016).
py: 2016
pu: Rotterdam: Sense Publishers
la: EN
cc: U60 E50 G30 M60 M50
ut: reasoning; diagrams; modeling; physical manipulatives; semiotics; area;
volume
ci:
li: doi:10.1007/978-94-6300-337-7_5
ab: Summary: Diagrams and physical manipulatives are often recommended as
useful semiotic resources for visualising area and volume problems in
which nonlinear reasoning is appropriate. However, the mere presence of
diagrams and physical manipulatives does not guarantee students will
recognise the appropriateness of nonlinear reasoning.
rv: