id: 02360844
dt: j
an: 2005c.01163
au: 
ti: Generalizing geometric-numeric patterns: Metaphors, indexes and other
    students’ semiotic devices.
so: Mediterr. J. Res. Math. Educ. 1, No. 2, 63-72 (2002).
py: 2002
pu: ,
la: EN
cc: H13 C33 C63
ut: algebraic thinking; longitudinal classroom-based research; understanding of
    algebraic generalization; social means of semiotic objectification;
    lower secondary
ci: 
li: 
ab: The goal of this paper is to offer an overview of some of the results of a
    longitudinal classroom-based research program concerning the emergence
    of students’ algebraic thinking in generalizing geometric-numeric
    patterns. Adopting an anthropological viewpoint where thinking is seen
    as a cognitive praxis and drawing from a semiotic cultural perspective,
    we pay careful attention to the crucial turning points in the
    students’ initial attempts to grasp the practice of algebra and focus
    on: (1) the students’ first understandings of algebraic
    generalization and (2) the social means of semiotic objectification
    used by the students.
rv: