The integration of semiotic resources and modalities in the teaching of geometry in a Grade 9 class in a South African high school: The four cases of congruency
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1 mai 2020
- handle: 10670/1.4c8b64
Mots-clés
argumentation congruency diagrams geometry geometry riders logical relational markings semiotics spatial reasoning teaching and learning visual textsSujets proches
Schoolteaching Didactics School teaching Pedagogy InstructionCiter ce document
Charles Raymond Smith et al., « The integration of semiotic resources and modalities in the teaching of geometry in a Grade 9 class in a South African high school: The four cases of congruency », South African Journal of Education, ID : 10670/1.4c8b64
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In this article we examine the nature of inter-semiotic and intermodal construction in the exposition of a solution for a geometry rider. In the tradition of hermeneutic phenomenology, this case study involved an exploration of the oral discourse and visual texts used in a mathematics lesson. This research was intended to contribute to the understanding of the difficulties in teaching and learning geometry at school level. Results indicate that relational markings, oral and visual modalities in conjunction with gesturing constitute the primary semiotic resources employed by the teacher. This leads to the conclusion that the semiotic perspective, in conjunction with other perspectives on geometry teaching in schools, may provide a mechanism by which to reflect on the complexity of geometry teaching and learning in schools.