Using the onto-semiotic approach to analyze novice algebra learners’ meaning-making processes with different representations

Abstract Representations are key to mathematical activities and meaning-making processes as they part of modeling, connecting, communicating, understanding ideas concepts. The current study sought examine a group novice algebra learners’ interactions with different representations from an onto-semiotic approach. A case method was employed understand how algebraic practices (abstracting, generalizing, justifying, operating on symbols) functional thinking types (recursive, covariational, correspondence) were facilitated through working multiple representations. Three 6th graders participated in the by completing 12 tasks taking two interviews. approach guided data analysis process that involved identification objects emerged participating students’ practices. Then, configuration semiotic functions established students situations examined role development Findings showed abstraction is essential for generalization. Thinking about far figures generalization helping construct non-ostensive concrete/pictorial Verbal interacted all preceded symbolic Working near promoted recursive covariational while examining usually resulted correspondence thinking. Implications school curriculum discussed paper.