This paper presents the core ideas of an on-going research exploring teaching approaches for school mathematics with mathematics teachers designing teaching tasks making use of concrete tools and manipulatives. The theories of instrumental genesis and semiotic mediation are used as the main frameworks for the study. A pilot study prior to this on-going research is reported highlighting three tool-based task design principles that are used a guide for the on-going research.
|Number of pages||5|
|Journal||International Journal for Cross-Disciplinary Subjects in Education|
|Issue number||1, Special Issue|
|Publication status||Published - Jan 2015|