Reconstruction of the Interpretation of Geometric Diagrams of Primary School Children Based on Actions on Various Materials -
A Semiotic Perspective on Actions
Lara Kristina Billion 1 *
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1 Goethe University Frankfurt, Frankfurt am Main, GERMANY* Corresponding Author

Abstract

This paper adopts a semiotic perspective on mathematical learning according to Peirce, in which the actions on material arrangements are considered the bases for diagrammatic work. The focus is on the learner’s actions using digital and analogue material arrangements which are the starting point for the reconstruction of the learner’s mathematical interpretations. In this paper a qualitative interpretative paradigm is adopted for the reconstruction. Specifically, a semiotic specification of the context analysis according to Mayring and an adoption of Vogel, is carried out. The reconstruction of the mathematical interpretation is presented with a focus on a geometrical problem that third graders are working on. Finally, the results of several cases are compared to identify possible differences between the analysed actions when using digital and analogue material arrangements.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2021, Volume 16, Issue 3, Article No: em0650

https://doi.org/10.29333/iejme/11068

Publication date: 13 Jul 2021

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Article Downloads: 627

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