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Language elements helping to see enlargement as a multiplicative situation

dc.contributor.authorRønning, Frode
dc.date.accessioned2024-01-18T07:45:02Z
dc.date.available2024-01-18T07:45:02Z
dc.date.created2020-12-14T13:05:42Z
dc.date.issued2020
dc.identifier.isbn9788271512002
dc.identifier.urihttps://hdl.handle.net/11250/3112328
dc.description.abstractThis paper presents an analysis of Grade 5 pupils' work with similarity, based on an adaptation of Brousseau's classical puzzle. My main interest is in investigating the pupils' language repertoire and mathematical strategies for expressing enlargement in a situation involving similar shapes. A crucial point is to identify elements of the language use that contribute to seeing enlargement to preserve similarity as a multiplicative situation.en_US
dc.language.isoengen_US
dc.publisherEuropean Society for Research in Mathematics Educationen_US
dc.relation.ispartofProceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom
dc.subjectMatematikkdidaktikken_US
dc.subjectMathematics educationen_US
dc.subjectMatematikkundervisningen_US
dc.subjectMathematical competenciesen_US
dc.subjectTeorien for didaktiske situasjoner i matematikken_US
dc.subjectTheory of didactical situations in mathematicsen_US
dc.titleLanguage elements helping to see enlargement as a multiplicative situationen_US
dc.title.alternativeLanguage elements helping to see enlargement as a multiplicative situationen_US
dc.typeChapteren_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber113-120en_US
dc.identifier.cristin1859529
dc.relation.projectNorges forskningsråd: 238041en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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