Young Indigenous students' engagement with growing pattern tasks: A semiotic perspective

Abstract

The aim of this study was to determine the role of semiotics in assisting young Indigenous students to engage with and identify the general structure of growing patterns. The theoretical perspective of semiotics underpinned the study. Data are drawn from two Year 3 students, including analysis of pretest questions and two conjecture-driven lessons. Results indicate that particular semiotic signs (iconic signs) contribute to how young Indigenous students attend to, and identify the structure of growing patterns