文章基本信息

标题：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
其他标题：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
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作者：Charles Raymond Smith ; Cyril Julie ; Faaiz Gierdien 等
期刊名称：South African Journal of Education
印刷版ISSN：2076-3433
出版年度：2020
卷号：40
期号：2
页码：1
出版社：Education Association of South Africa
摘要：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.
关键词：argumentation; congruency; diagrams; geometry; geometry riders; logical; relational markings; semiotics; spatial reasoning; teaching and learning; visual texts