In this paper, we apply some theoretical notions of the onto-semiotic approach to mathematical cognition and instruction to analyse a lesson on addition and subtraction taken from a Spanish textbook directed to the fifth grade in primary education. Our aims are: (1) to illustrate a technique for analysing mathematics textbooks based on the ontosemiotic approach, and (2) to identify suitability criteria for developing didactical units to study the additive structures in primary education. The results obtained might be useful
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