This paper networks two different theoretical frameworks in order to describe teaching-learning processes in the mathematics classroom. Specifically, it considers the paradigm of multimodality (Arzarello et al., 2009), which addresses a wide variety of semiotic resources in the classroom context and analyses them with the Semiotic Bundle tool, and the Theory of Semiotic Mediation (Bartolini Bussi & Mariotti, 2008), which focuses on the role that signs play in the transition from situated activities realized using artefacts to culturally shared mathematics. Basing on empirical analysis from a case study in middle school, the role of gestures performed by the teacher during a mathematical discussion is investigated, and the new construct of “multimodal semiotic chain” is introduced.

Networking of theories as resource for classroom activities analysis: the emergence of multimodal semiotic chains

MAFFIA, ANDREA;C. Sabena
2015-01-01

Abstract

This paper networks two different theoretical frameworks in order to describe teaching-learning processes in the mathematics classroom. Specifically, it considers the paradigm of multimodality (Arzarello et al., 2009), which addresses a wide variety of semiotic resources in the classroom context and analyses them with the Semiotic Bundle tool, and the Theory of Semiotic Mediation (Bartolini Bussi & Mariotti, 2008), which focuses on the role that signs play in the transition from situated activities realized using artefacts to culturally shared mathematics. Basing on empirical analysis from a case study in middle school, the role of gestures performed by the teacher during a mathematical discussion is investigated, and the new construct of “multimodal semiotic chain” is introduced.
2015
25
2
405
417
http://math.unipa.it/~grim/CIEAEM%2067_Pproceedings_QRDM_Issue%2025_Suppl.2.pdf
mathematics education, networking of theories; semiotic; multimodality
A. Maffia, C. Sabena
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/1560158
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