Reconstruction of the Interpretation of Geometric Diagrams of Primary School Children Based on Actions on Various Materials -
A Semiotic Perspective on Actions

Lara Kristina Billion

doi:10.29333/iejme/11068

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Lara Kristina Billion ¹ ^*

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¹ Goethe University Frankfurt, Frankfurt am Main, GERMANY^* Corresponding Author

Abstract

This paper adopts a semiotic perspective on mathematical learning according to Peirce, in which the actions on material arrangements are considered the bases for diagrammatic work. The focus is on the learner’s actions using digital and analogue material arrangements which are the starting point for the reconstruction of the learner’s mathematical interpretations. In this paper a qualitative interpretative paradigm is adopted for the reconstruction. Specifically, a semiotic specification of the context analysis according to Mayring and an adoption of Vogel, is carried out. The reconstruction of the mathematical interpretation is presented with a focus on a geometrical problem that third graders are working on. Finally, the results of several cases are compared to identify possible differences between the analysed actions when using digital and analogue material arrangements.

Keywords

semiotics
mathematics education
actions on material
mathematical interpretation of diagrams
primary school

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 16, Issue 3, October 2021, Article No: em0650

https://doi.org/10.29333/iejme/11068

Publication date: 13 Jul 2021

Article Views: 2130

Article Downloads: 1213

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Billion, L. K. (2021). Reconstruction of the Interpretation of Geometric Diagrams of Primary School Children Based on Actions on Various Materials -
A Semiotic Perspective on Actions. International Electronic Journal of Mathematics Education, 16(3), em0650. https://doi.org/10.29333/iejme/11068

Vancouver

Billion LK. Reconstruction of the Interpretation of Geometric Diagrams of Primary School Children Based on Actions on Various Materials -
A Semiotic Perspective on Actions. INT ELECT J MATH ED. 2021;16(3):em0650. https://doi.org/10.29333/iejme/11068

AMA

Billion LK. Reconstruction of the Interpretation of Geometric Diagrams of Primary School Children Based on Actions on Various Materials -
A Semiotic Perspective on Actions. INT ELECT J MATH ED. 2021;16(3), em0650. https://doi.org/10.29333/iejme/11068

Chicago

Billion, Lara Kristina. "Reconstruction of the Interpretation of Geometric Diagrams of Primary School Children Based on Actions on Various Materials -
A Semiotic Perspective on Actions". International Electronic Journal of Mathematics Education 2021 16 no. 3 (2021): em0650. https://doi.org/10.29333/iejme/11068

Harvard

Billion, L. K. (2021). Reconstruction of the Interpretation of Geometric Diagrams of Primary School Children Based on Actions on Various Materials -
A Semiotic Perspective on Actions. International Electronic Journal of Mathematics Education, 16(3), em0650. https://doi.org/10.29333/iejme/11068

MLA

Billion, Lara Kristina "Reconstruction of the Interpretation of Geometric Diagrams of Primary School Children Based on Actions on Various Materials -
A Semiotic Perspective on Actions". International Electronic Journal of Mathematics Education, vol. 16, no. 3, 2021, em0650. https://doi.org/10.29333/iejme/11068