Levels of objectification in students' strategies
The aim of this paper is to identify students’ strategies while solving tasks which involve the expansion of fractions to a common denominator. In this case study we follow two groups of 11 year old students and their use of the artefact multilink cubes in the solution process. The analysis of the students’ strategies is based upon a semiotic-cultural framework. Five different types of strategies are reported: trial and error, factual, contextual, embodied-symbolic and symbolic. The naming of these strategy types is inspired by Luis Radford.
Publisert i 2013
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