In S. Alatorre, J. L. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of the Twenty Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education(Vol. 2, pp. 390-391). Universidad Pedagógica Nacional.
The NCTM Standards (2000) recommend that instructional programs enable all students to create, use, and translate between mathematical representations. Yet, students are apt to fail in transferring between situated and symbolic notation (Martin & Schwartz, 2005). We propose that this transfer failure is due to critical shades of meaning being lost between media. Also, we explore the pedagogical value of having education researchers and practitioners analyze such semiotic breakdown.