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

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