Volume 3, Issue 6, December 2014, Page: 115-120
Semiotic Resources in the Development of Early Probabilistic Thinking When Teaching Mathematics as Storytelling
Theodosia Prodromou, School of Education, University of New England, Armidale NSW 2351, Australia
Received: Nov. 21, 2014;       Accepted: Dec. 11, 2014;       Published: Dec. 17, 2014
DOI: 10.11648/j.ijeedu.20140306.11      View  2869      Downloads  230
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.
Probabilistic Thinking, Mathematics, Storytelling, Objectification Process, Mathematical Objects, Signs, Speech, Gestures, Forms of Imagination, Actions with Signs, Probability, Elementary Students
To cite this article
Theodosia Prodromou, Semiotic Resources in the Development of Early Probabilistic Thinking When Teaching Mathematics as Storytelling, International Journal of Elementary Education. Vol. 3, No. 6, 2014, pp. 115-120. doi: 10.11648/j.ijeedu.20140306.11
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