Reification in the Learning of Square Roots in a Ninth Grade Classroom: Combining Semiotic and Discursive Approaches

Autor/in	Shinno, Yusuke
Titel	Reification in the Learning of Square Roots in a Ninth Grade Classroom: Combining Semiotic and Discursive Approaches
Quelle	In: International Journal of Science and Mathematics Education, 16 (2018) 2, S.295-314 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-016-9765-3
Schlagwörter	Foreign Countries; Grade 9; Secondary School Mathematics; Mathematical Concepts; Semiotics; Classroom Communication; Academic Discourse; Class Activities; Mathematics Instruction; Learning; Japan + Suchen Sie Ihr Suchwort? Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Semiotik; Klassengespräch; Discourse; Diskurs; Mathematics lessons; Mathematikunterricht; Lernen
Abstract	This paper reports on combining semiotic and discursive approaches to reification in classroom interactions. It focuses on the discursive characteristics and semiotic processes involved in the teaching and learning of square roots in a ninth grade classroom in Japan. The purpose of this study is to characterize the development of mathematical discourses in a series of mathematics lessons in terms of the "commognitive framework" and the model of semiotic chaining. To achieve this objective, the notion of reification is revisited from cognitive, semiotic, and discursive points of view, and classroom activities are observed and analysed in terms of the combined theoretical framework. The results suggest that the model of semiotic chaining is not incommensurable with a strong discursive approach and the changes of meta-discursive rules--an essential aspect of the reification of new signifiers--that take place in the phases of the learning of addition on square roots. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01