Semiotic Resources in the Development of Early Probabilistic Thinking When Teaching Mathematics as Storytelling

Theodosia Prodromou

doi:doi:10.11648/j.ijeedu.20140306.11

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Semiotic Resources in the Development of Early Probabilistic Thinking When Teaching Mathematics as Storytelling

Theodosia Prodromou

Published in International Journal of Elementary Education (Volume 3, Issue 6)

Received: 21 November 2014 Accepted: 11 December 2014 Published: 17 December 2014

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Abstract

This article deals with the question of the development of probabilistic thinking in young students when teaching mathematics as storytelling. In this study, our research is framed by the theory of learning as an objectification process (Radford, 2008) that is accomplished by the interaction of material and ideational elements such as, mathematical objects, signs, speech, gestures, forms of imagination, action with signs. Results from this study reveal some patterns of probabilistic reasoning used by young students.

Published in	International Journal of Elementary Education (Volume 3, Issue 6)
DOI	10.11648/j.ijeedu.20140306.11
Page(s)	115-120
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Probabilistic Thinking, Mathematics, Storytelling, Objectification Process, Mathematical Objects, Signs, Speech, Gestures, Forms of Imagination, Actions with Signs, Probability, Elementary Students

References

[1]	Columba, L., Kim, C., & Moe, A. J. (2005). The power of picture books in teaching math and science: Grades PreK-8. Scottsdale, AZ: Holcomb Hathaway.
[2]	Zazkis, R., and Liljedahl, P. (2009) Teaching Mathematics as Storytelling. Rotterdam: Sense publishers.
[3]	Haven, K. (2000). Super simple storytelling: A can-do guide for every classroom, every day. Englewood, CO: Teacher Ideas Press.
[4]	Godino, J. D., Font, V., Wilhelmi, M.R., Lurduy, O. 2011; Why is the learning of elementary arithmetic concepts difficult? Semiotic tools for understanding the nature of mathematical objects. Educational Studies in Mathematics, 77 (2-3), 247-265.
[5]	Edwards, L. (2009). Gestures and conceptual integration in mathematical talk. Educational Studies in Mathematics, 70, 127-141.
[6]	Radford, L. (2008a). The ethics of being and knowing: Towards a cultural theory of learning. In L. Radford, G. Schubring, & F. Seeger (Eds.), Semiotics in mathematics education: Epistemology, history, classroom and culture (pp. 215-234). Rotterdam: Sense Publishers.
[7]	Radford, L. (2008b). Connecting theories in mathematics education: challenges and possibilities. ZDM Mathematics Education. 40, 317-327.
[8]	Radford, L. (2009). Why gestures matter? Sensuous cognition and the palpability of mathematical meanings. Educational Studies in Mathematics, 70(3). 111-126.
[9]	Radford, L. (2001). Factual, Contextual and Symbolic Generalizations in Algebra, in: Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education, Marja van den Hueuvel-Panhuizen (ed.), Freudental Institute, Utrecht University, The Netherlands, Vol.4, pp.81-88.
[10]	Australian Curriculum, Assessment and Reporting Authority. (2010). Australian Curriculum: Mathematics. Version 1.2. Retrieved March 15, 2011, from http://www.acara.edu.au
[11]	Fischbein, E. (1975). The intuitive sources of probabilistic thinking in children. Dordrecht, The Netherlands: Reidel.
[12]	Piaget, J., & Inhelder, B. (1975). The origin of the idea of chance in students (L. Leake, Jr., P. Burrell, & H. D. Fischbein, Trans). New York: Norton (Original work published 1951).
[13]	Vygotsky, L. (1978). Mind in society. Cambridge, Mass: Harvard University Press.

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Theodosia Prodromou. (2014). Semiotic Resources in the Development of Early Probabilistic Thinking When Teaching Mathematics as Storytelling. International Journal of Elementary Education, 3(6), 115-120. https://doi.org/10.11648/j.ijeedu.20140306.11

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Theodosia Prodromou. Semiotic Resources in the Development of Early Probabilistic Thinking When Teaching Mathematics as Storytelling. Int. J. Elem. Educ. 2014, 3(6), 115-120. doi: 10.11648/j.ijeedu.20140306.11

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AMA Style

Theodosia Prodromou. Semiotic Resources in the Development of Early Probabilistic Thinking When Teaching Mathematics as Storytelling. Int J Elem Educ. 2014;3(6):115-120. doi: 10.11648/j.ijeedu.20140306.11

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@article{10.11648/j.ijeedu.20140306.11,
  author = {Theodosia Prodromou},
  title = {Semiotic Resources in the Development of Early Probabilistic Thinking When Teaching Mathematics as Storytelling},
  journal = {International Journal of Elementary Education},
  volume = {3},
  number = {6},
  pages = {115-120},
  doi = {10.11648/j.ijeedu.20140306.11},
  url = {https://doi.org/10.11648/j.ijeedu.20140306.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20140306.11},
  abstract = {This article deals with the question of the development of probabilistic thinking in young students when teaching mathematics as storytelling. In this study, our research is framed by the theory of learning as an objectification process (Radford, 2008) that is accomplished by the interaction of material and ideational elements such as, mathematical objects, signs, speech, gestures, forms of imagination, action with signs. Results from this study reveal some patterns of probabilistic reasoning used by young students.},
 year = {2014}
}

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TY  - JOUR
T1  - Semiotic Resources in the Development of Early Probabilistic Thinking When Teaching Mathematics as Storytelling
AU  - Theodosia Prodromou
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N1  - https://doi.org/10.11648/j.ijeedu.20140306.11
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Author Information

Theodosia Prodromou

School of Education, University of New England, Armidale NSW 2351, Australia

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APA Style

Theodosia Prodromou. (2014). Semiotic Resources in the Development of Early Probabilistic Thinking When Teaching Mathematics as Storytelling. International Journal of Elementary Education, 3(6), 115-120. https://doi.org/10.11648/j.ijeedu.20140306.11

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ACS Style

Theodosia Prodromou. Semiotic Resources in the Development of Early Probabilistic Thinking When Teaching Mathematics as Storytelling. Int. J. Elem. Educ. 2014, 3(6), 115-120. doi: 10.11648/j.ijeedu.20140306.11

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AMA Style

Theodosia Prodromou. Semiotic Resources in the Development of Early Probabilistic Thinking When Teaching Mathematics as Storytelling. Int J Elem Educ. 2014;3(6):115-120. doi: 10.11648/j.ijeedu.20140306.11

Copy | Download

@article{10.11648/j.ijeedu.20140306.11,
  author = {Theodosia Prodromou},
  title = {Semiotic Resources in the Development of Early Probabilistic Thinking When Teaching Mathematics as Storytelling},
  journal = {International Journal of Elementary Education},
  volume = {3},
  number = {6},
  pages = {115-120},
  doi = {10.11648/j.ijeedu.20140306.11},
  url = {https://doi.org/10.11648/j.ijeedu.20140306.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20140306.11},
  abstract = {This article deals with the question of the development of probabilistic thinking in young students when teaching mathematics as storytelling. In this study, our research is framed by the theory of learning as an objectification process (Radford, 2008) that is accomplished by the interaction of material and ideational elements such as, mathematical objects, signs, speech, gestures, forms of imagination, action with signs. Results from this study reveal some patterns of probabilistic reasoning used by young students.},
 year = {2014}
}

Copy | Download

TY  - JOUR
T1  - Semiotic Resources in the Development of Early Probabilistic Thinking When Teaching Mathematics as Storytelling
AU  - Theodosia Prodromou
Y1  - 2014/12/17
PY  - 2014
N1  - https://doi.org/10.11648/j.ijeedu.20140306.11
DO  - 10.11648/j.ijeedu.20140306.11
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 115
EP  - 120
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20140306.11
AB  - This article deals with the question of the development of probabilistic thinking in young students when teaching mathematics as storytelling. In this study, our research is framed by the theory of learning as an objectification process (Radford, 2008) that is accomplished by the interaction of material and ideational elements such as, mathematical objects, signs, speech, gestures, forms of imagination, action with signs. Results from this study reveal some patterns of probabilistic reasoning used by young students.
VL  - 3
IS  - 6
ER  -

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