Murphy, C., & Calder, N. S. (2017). Representing the one left over: A social semiotic perspective of students’ use of screen casting. In T. Dooley & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (pp. 2603–2610). Dublin City, Ireland: Institute of Education and European Society for Research in Mathematics Education.
Permanent Research Commons link: https://hdl.handle.net/10289/11661
This paper examines the potential of using screen casting with an iPad to enhance learning in mathematics. Data are presented from two seven-year-old students as they use the Explain Everything app to solve a division with remainder problem (DWR). A social semiotic perspective was used to interpret students’ use of multiple modes as they represented the mathematical ideas within the context of the problem. We consider how a social semiotic perspective has the potential to draw attention to the students’ interests and emerging expressions in representing mathematical relationships. We further consider how the use of representations in the app might relate to student learning.
Institute of Education and European Society for Research in Mathematics Education
© 2017 copyright with the authors.
- Education Papers