A Visualisation-Based Semiotic Analysis of Learners' Conceptual Understanding of Graphical Functional Relationships

Autor/in	Mudaly, Vimolan
Titel	A Visualisation-Based Semiotic Analysis of Learners' Conceptual Understanding of Graphical Functional Relationships
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 18 (2014) 1, S.3-13 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2014.889789
Schlagwörter	Visualization; Semiotics; Mathematical Concepts; Concept Teaching; Graphs; Visual Aids; Learning Strategies; Qualitative Research; Mediation Theory; Grade 11; Teaching Methods; Secondary School Mathematics; Mathematical Logic; Mathematics Activities; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Visualisation; Visualisierung; Semiotik; Grafische Darstellung; Anschauungsmaterial; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Qualitative Forschung; Mediationsverfahren; School year 11; 11. Schuljahr; Schuljahr 11; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematical logics; Mathematische Logik; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Within the South African school curriculum, the section on graphical functional relationships consists of signs which include symbols, notation and imagery. In a previous article we explored the role visualisation played in the way learners understood mathematical concepts. That paper reported on the learners' fixation with the physical features of graphs with little understanding of the actual mathematics concepts involved. We recommended then that visual strategies must be used to improve learner conceptual understanding. This study extends that exploration to investigate the role of visualisation in the learners' conceptual understanding of graphical relationships from the perspective of Peircean semiotics. Semiotics is a key element of mathematical understanding and construction of meaning. The role of semiotics incorporates Vygotsky's semiotic mediation as this influences learners' understanding of graphs and serves as a useful foundation to make sense of learners' responses. This qualitative study is embedded in the interpretivist paradigm and meaning is extracted from a deep analysis of the empirical data in order to explain learners' understanding of graphical functional relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01