Peer reviewed
Download full textERIC Number: ED599975
Record Type: Non-Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
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Teacher Semiotic Mediation and Student Meaning-Making: A Peircean Perspective
Perry, Patricia; Camargo, Leonor; Samper, Carmen; Sáenz-Ludlow, Adalira; Molina, Óscar
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014)
To interpret in detail the meaning-making in the classroom and the corresponding teacher semiotic mediation, we have resorted to Peirce's triadic ign theory, interpreted by Sáenz-Ludlow and Zellweger. We present an example of the use of a few elements of that theory in the analysis of a classroom episode in which meaning is constructed with the teacher's semiotic mediation. [For the complete proceedings, see ED597799.]
Descriptors: Mathematics Instruction, Plane Geometry, Preservice Teachers, Preservice Teacher Education, Mathematical Logic, Semiotics, Problem Solving, Mediation Theory
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
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