Repository | Book | Chapter

We do not see a round object with two moving hands; we see a "clock". In what process do we perceive meanings in our use of tools? In what process do the immediate physical properties of an object—an object with two hands—become subordinate and the meaning of the object—a clock—become dominant? The purpose of this chapter is to engage with these questions through Vygotsky's view of gradual perceptual change in the object/meaning. I use Vygotsky's perspective of gradual change of perception as an instrument to examine the ways in which children attach mathematical meanings to their use of different tools to solve mathematical tasks. I follow my theoretical discussion with a concrete example of two children's interactions with a piece of scotch tape and a ruler, as they attempted to attach fractional meanings to the tools, in order to solve an addition of fractions problem.

DOI: 10.1007/978-3-319-70287-2_15

Full citation: