Students’ learning paths about ratio and proportion in geometry: an analysis using Peirce’s theory of signs
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6 février 2019
- handle: 10670/1.p4dj1q
- hal: hal-02418191
info:eu-repo/semantics/OpenAccess
Sujets proches
School life Students--Education Pupils Student life and customs Semeiotics Signs Symbolic representation Symbols Representation, Symbolic Signs Signage Guide signs Sign-boards Signs and sign-boards Guide-posts Guideposts Signs (Advertising) SignboardsCiter ce document
Georgia Bampatsikou et al., « Students’ learning paths about ratio and proportion in geometry: an analysis using Peirce’s theory of signs », HAL-SHS : sciences de l'éducation, ID : 10670/1.p4dj1q
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Résumé
In this paper we use Peirce’s theory of signs to analyze the conceptions of four twelve-year-old students on ratio and proportion while solving geometric problems of the stretchers/shrinkers type. The students participated in a series of interdisciplinary activities based on the principle of the camera obscura. We will present the learning paths of these students as chains of signification described in terms of Peircean semiosis. We will emphasize the challenges that they encountered during the reconstruction of their initial ideas and we will classify their conceptualizations in terms of Peirce’s classification of Signs.