
06586024
a
2016d.00933
Yoon, Caroline
Miskell, Tessa
Visualising cubic reasoning with semiotic resources and modeling cycles.
Sa\'enzLudlow, 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 9789463003360/hbk; 9789463003353/pbk; 9789463003377/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 89109 (2016).
2016
Rotterdam: Sense Publishers
EN
U60
E50
G30
M60
M50
reasoning
diagrams
modeling
physical manipulatives
semiotics
area
volume
doi:10.1007/9789463003377_5
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.