Young Indigenous students' engagement with growing pattern tasks: A semiotic perspective

Conference item

Miller, Jodie. (2015). Young Indigenous students' engagement with growing pattern tasks: A semiotic perspective. Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). Australia: Mathematics Education Research Group of Australasia. pp. 421 - 428
AuthorsMiller, Jodie
Abstract

The aim of this study was to determine the role of semiotics in assisting young Indigenous students to engage with and identify the general structure of growing patterns. The theoretical perspective of semiotics underpinned the study. Data are drawn from two Year 3 students, including analysis of pretest questions and two conjecture-driven lessons. Results indicate that particular semiotic signs (iconic signs) contribute to how young Indigenous students attend to, and identify the structure of growing patterns.

Year2015
PublisherMathematics Education Research Group of Australasia
Web address (URL)https://www.merga.net.au/documents/RP2015-45.pdf
Open accessOpen access
Publisher's version
Page range421 - 428
ISBN9781920846282
Research GroupSchool of Education
Place of publicationAustralia
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