The Integration of Semiotic Resources and Modalities in the Teaching of Geometry in a Grade 9 Class in a South African High School: The Four Cases of Congruency

Autor/inn/en	Smith, Charles Raymond; Julie, Cyril; Gierdien, Faaiz
Titel	The Integration of Semiotic Resources and Modalities in the Teaching of Geometry in a Grade 9 Class in a South African High School: The Four Cases of Congruency
Quelle	In: South African Journal of Education, 40 (2020) 2, Artikel 1682 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Smith, Charles Raymond) ORCID (Julie, Cyril) ORCID (Gierdien, Faaiz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Semiotics; Geography; Mathematics Instruction; Case Studies; Oral Language; Hermeneutics; Phenomenology; Discourse Analysis; Teaching Methods; Learning Processes; Difficulty Level; Grade 9; High School Students; Foreign Countries; Visual Aids; Spatial Ability; South Africa + Suchen Sie Ihr Suchwort? Semiotik; Geografie; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Oral interpretation; Mündlicher Sprachgebrauch; Hermeneutik; Phenomenological psychology; Phänomenologie; Psychologie; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schwierigkeitsgrad; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Anschauungsmaterial; Räumliches Vorstellungsvermögen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this article we examine the nature of inter-semiotic and intermodal construction in the exposition of a solution for a geometry rider. In the tradition of hermeneutic phenomenology, this case study involved an exploration of the oral discourse and visual texts used in a mathematics lesson. This research was intended to contribute to the understanding of the difficulties in teaching and learning geometry at school level. Results indicate that relational markings, oral and visual modalities in conjunction with gesturing constitute the primary semiotic resources employed by the teacher. This leads to the conclusion that the semiotic perspective, in conjunction with other perspectives on geometry teaching in schools, may provide a mechanism by which to reflect on the complexity of geometry teaching and learning in schools. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01