Semiotic resources in the development of early probabilistic thinking when teaching mathematics as storytelling

Abstract

This article deals with the question of the development of probabilistic thinking in young students when teaching mathematics as storytelling. In this study, our research is framed by the theory of learning as an objectification process (Radford, 2008) that is accomplished by the interaction of material and ideational elements such as, mathematical objects, signs, speech, gestures, forms of imagination, action with signs. Results from this study reveal some patterns of probabilistic reasoning used by young students.