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
Date
2020
Journal Title
Journal ISSN
Volume Title
Publisher
Education Association of South Africa
Abstract
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.
Description
CITATION: Smith, C. R., Julie, C. & Gierdien, F. 2020. 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. South African Journal of Education, 40(2):Art. #1682, doi:10.15700/saje.v40n2a1682.
The original publication is available at http://www.sajournalofeducation.co.za/index.php/saje
The original publication is available at http://www.sajournalofeducation.co.za/index.php/saje
Keywords
Geometry -- Study and teaching (Secondary) -- Aids and devices -- South Africa, High school freshmen -- South Africa, Geometry -- Semiotics, Space perception, High schools -- South Africa
Citation
Smith, C. R., Julie, C. & Gierdien, F. 2020. 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. South African Journal of Education, 40(2):Art. #1682, doi:10.15700/saje.v40n2a1682