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.File | Dimensione | Formato | |
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