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Solving equations : Gestures, (un)allowable hints, and the unsayable matter

Abstract : The goal of this paper is to contribute to the research on the introduction of solving linear equations. Subsumed in the " Comparing and Contrasting " category introduced in Prediger, Bikner-Ahsbahs and Arzarello's (2008) networking strategies, we contrast two episodes informed by two distinct theories and offer an insight into the teacher's role in introducing new knowledge in the classroom and the meaning-making narratives of hands-on didactic approaches to algebra. We examine the teachers' gestures and hints and what appears to be unsayable in the teacher-students' interaction.
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Submitted on : Friday, March 11, 2016 - 3:10:23 PM
Last modification on : Tuesday, September 17, 2019 - 9:38:08 AM
Document(s) archivé(s) le : Monday, June 13, 2016 - 9:32:14 AM


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  • HAL Id : hal-01286911, version 1



Thomas Janßen, Luis Radford. Solving equations : Gestures, (un)allowable hints, and the unsayable matter. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.419-425. ⟨hal-01286911⟩



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