Representations and communications in mathematics: The possibilities offered by moodle
DOI:
https://doi.org/10.55312/op.vi2.4642Abstract
The goal of this paper is to highlight some opportunities provided by e-learning, and in particular by the Moodle platform, linked to the representation and communication in mathematics education. At first, the relationship between representation, communication and mathematics education are shortly discussed, focused on two ideas that are the base of mathematics education: multisemioticity and multivariety. Then, the potential of some of the activities available on the Moodle platform are outlined and discussed, from the perspective of representation and communication of mathematical concepts and procedures.Keywords:
multisemioticity, multivariety, quiz, task, lesson.Downloads
References
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Ferrari, P.L., E-learning e matematica: Rappresentazione e comunicazione in matematica, le potenzialità dell’elearning. L’educazione matematica. N1/2013 pp. 63-70, 2013.
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Duval, R., Sémiosis et pensée humaine, Peter Lang, 1995.
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Bruner, J., Actual Minds, Possible Worlds, Cambridge (Massachusetts): Harvard University Press, 1986.
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Bruner, J., Acts of meaning, Cambridge (Massachusetts): Harvard University Press, 1990.
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Sfard, A., ‘Symbolizing Mathematical Reality Into Being--Or How Mathematical Discourse and Mathematical Objects Create Each Other’, in Cobb, P., E. Yackel and K.McClain (eds.), Symbolizing and Communicating in Mathematics Classrooms, Mahwah (NJ): Lawrence Erlbaum Associates, 2000.
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Sfard, A., ‘There is more to discourse than meets the ears: looking at thinking as communicating to learn more about mathematical learning’, Educational Studies in Mathematics, 46, 13-57, 2001.
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Duval, R., ‘Ecriture, raisonnement et découverte de la démonstration mathématiques’, Recherches en didactique des mathématiques, 20/2, 135-169, 2000.
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O’Halloran, K.L., Mathematical Discourse. Language, Symbolism and Visual Images. London: Continuum, 2005.
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Ferrari, P.L., Matematica e linguaggio. Quadro teorico e idee per la didattica, : Pitagora Editrice, 2004.
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Halliday, M.A.K., The Language of Science. London: Continuum, 2004.
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Vinner, S., ‘The Pseudo-Conceptual and the Pseudo-Analytical Thought Processes in Mathematics Learning’,Educational Studies in Mathematics, 34, 97-125, 1997.
References
Ferrari, P.L., E-learning e matematica: Rappresentazione e comunicazione in matematica, le potenzialità dell’elearning. L’educazione matematica. N1/2013 pp. 63-70, 2013.
Duval, R., Sémiosis et pensée humaine, Peter Lang, 1995.
Bruner, J., Actual Minds, Possible Worlds, Cambridge (Massachusetts): Harvard University Press, 1986.
Bruner, J., Acts of meaning, Cambridge (Massachusetts): Harvard University Press, 1990.
Sfard, A., ‘Symbolizing Mathematical Reality Into Being--Or How Mathematical Discourse and Mathematical Objects Create Each Other’, in Cobb, P., E. Yackel and K.McClain (eds.), Symbolizing and Communicating in Mathematics Classrooms, Mahwah (NJ): Lawrence Erlbaum Associates, 2000.
Sfard, A., ‘There is more to discourse than meets the ears: looking at thinking as communicating to learn more about mathematical learning’, Educational Studies in Mathematics, 46, 13-57, 2001.
Duval, R., ‘Ecriture, raisonnement et découverte de la démonstration mathématiques’, Recherches en didactique des mathématiques, 20/2, 135-169, 2000.
O’Halloran, K.L., Mathematical Discourse. Language, Symbolism and Visual Images. London: Continuum, 2005.
Ferrari, P.L., Matematica e linguaggio. Quadro teorico e idee per la didattica, : Pitagora Editrice, 2004.
Halliday, M.A.K., The Language of Science. London: Continuum, 2004.
Vinner, S., ‘The Pseudo-Conceptual and the Pseudo-Analytical Thought Processes in Mathematics Learning’,Educational Studies in Mathematics, 34, 97-125, 1997.
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