Using multiple representations as part of the mathematical language in classrooms: Investigating teachers' support in a video analysis
Résumé
When making sense of mathematical objects in classroom interaction, the use of representations is necessary. Mathematical objects can be represented by the means of language, and even if they are represented in ways that do not use words, language is mostly used for explaining the meaning and connectedness of different representations of mathematical objects. Hence, it makes sense to consider any form of dealing with representations as being part of the mathematical language used in a classroom. For the sake of research on how representations are dealt with in learning support interactions, this video study examines how teachers supported students in using representations. Results show that teachers' support in using multiple representations was rare, indicating that teachers' mathematical language in these interactions could be improved.
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