Embodied Semiotic Activities and Their Role in the Construction of Mathematical Meaning of Motion Graphs

Autor/inn/en	Botzer, Galit; Yerushalmy, Michal
Titel	Embodied Semiotic Activities and Their Role in the Construction of Mathematical Meaning of Motion Graphs
Quelle	In: International Journal of Computers for Mathematical Learning, 13 (2008) 2, S.111-134 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-3892
DOI	10.1007/s10758-008-9133-7
Schlagwörter	Nonverbal Communication; Graphs; Motion; Semiotics; Mathematical Concepts; Mathematics Instruction; High School Students; Secondary School Mathematics; Discourse Analysis; Computer Assisted Instruction; Educational Technology; Observation; Learning Processes + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Grafische Darstellung; Bewegungsablauf; Semiotik; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Diskursanalyse; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Beobachtung; Learning process; Lernprozess
Abstract	This paper examines the relation between bodily actions, artifact-mediated activities, and semiotic processes that students experience while producing and interpreting graphs of two-dimensional motion in the plane. We designed a technology-based setting that enabled students to engage in embodied semiotic activities and experience two modes of interaction: 2D freehand motion and 2D synthesized motion, designed by the composition of single variable function graphs. Our theoretical framework combines two perspectives: the embodied approach to the nature of mathematical thinking and the Vygotskian notion of semiotic mediation. The article describes in detail the actions, gestures, graph drawings, and verbal discourse of one pair of high school students and analyzes the social semiotic processes they experienced. Our analysis shows how the computerized artifacts and the students' gestures served as means of semiotic mediation. Specifically, they supported the interpretation and the production of motion graphs; they mediated the transition between an individual's meaning of mathematical signs and culturally accepted mathematical meaning; and they enable linking bodily actions with formal signs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10