Children's Mathematical Graphics:
-
Cultural-historical theory (e.g. Leont'ev; Van Oers;
Vygotsky)
-
Funds of
Knowledge/Cultural
knowledge (e.g. Moll et al.; Riojas-Cortez; Rogoff)
-
Imagination and
symbolic play (e.g. Brooker; Harris; Rogers; Van Oers;
Vygotsky)
-
Social semiotic
theory (e.g. Cobb, Yackel & Wood; Kress; Vygotsky)
-
Multimodality and
graphicacy (e.g. Kress; Jewitt and Kress; Pahl and Rowsell;
Lancaster)
-
Post-structuralism (e.g. Foucault, Dahlberg, Moss and Pence;
MacNaughton)
-
Language
acquisition, grammaticisation and language development (e.g. Langacker, Tomasello,
Lancaster.)
-
Abstraction:
(e.g. Cassirer, 1977; Tomasello, 2003; van Oers and Poland 2012;
Vergnaud 1999)
-
Mathematisation:
(e.g. Elbers, 2003; Freudenthal, 1983; Gravemeijer, 2004;
Treffers, 1987; van den Heuvel-Panhuizen, 2004; van Reeuwijk,
2001)
-
Bi-numeracy:
(e.g. Carruthers and Worthington, 2006)
-
Cumulative
cultural evolution / ‘ratchet effect’: (e.g. Tomasello,
1999)
-
Intertextuality
(e.g. Kristeva, 1980; Bakhtin, 1981)
|
Pedagogy - Children's
Mathematical Graphics
Open mathematics, open minds |
