Session Information
24 SES 10, Algebra Teaching Around the World: Exploring Mathematics Classrooms in China, Japan, Norway and Sweden
Symposium
Contribution
By means of a multi-lens analysis of a teaching episode from a Norwegian mathematics classroom the presentation attempts to explore, exemplify, concretize, and perhaps connect, some fundamental ideas developed in teaching and learning in the field of algebra, and in particular in relation to the ‘equals sign’. Epistemologically, a semiotic stance is taken and the ‘equals sign’ is explored for its meaning, in particular in terms of questions such as: is it seen as a ‘sign’, or as a ‘balancing tool’, and how does it signify the process of balancing (Kieran, 2006; Radford, 2004)? In terms of pedagogic practice the authors theorise how this Norwegian teacher brings together the different ‘representations’ in connection with the ‘equals sign’, i.e. in mathematical and curricular texts, in the model of balancing used in the lesson, and the abstraction of x in the task (Rojano & Martinez, 2009). The findings are based on data from lesson observations, teacher interviews and document analysis of curricular materials (textbooks).
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