Mathematical thinking: studying the notion of 'transfer'.

Abstract

These analyses form part of a three-year project* looking at mathematical thinking as a socially organised activity. We revisit data from a University Calculus class using tools from two theoretical perspectives, used increasingly in mathematics education research: (1) semiotic mediation and (2) discursive practices. We highlight how different theory-driven analyses taking a sociocultural view of thinking and learning can offer insights into the conceptualisation of the 'transfer' of learning.