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ERIC Number: EJ1166561
Record Type: Journal
Publication Date: 2018-Feb
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1571-0068
Reification in the Learning of Square Roots in a Ninth Grade Classroom: Combining Semiotic and Discursive Approaches
Shinno, Yusuke
International Journal of Science and Mathematics Education, v16 n2 p295-314 Feb 2018
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A