Gestures as semiotic resources in the mathematics classroom

被引：153
作者：
Arzarello, Ferdinando [1 ]
Paola, Domingo [2 ]
Robutti, Ornella [1 ]
Sabena, Cristina [1 ]
机构：
[1] Univ Turin, Dipartimento Matemat, I-10123 Turin, Italy
[2] Liceo Issel, Finale Ligure, Savona, Italy
来源：
EDUCATIONAL STUDIES IN MATHEMATICS | 2009年 / 70卷 / 02期
关键词：
Gesture; Multimodality; Semiotics; Semiotic bundle; Semiotic game;
D O I：
10.1007/s10649-008-9163-z
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In this paper, we consider gestures as part of the resources activated in the mathematics classroom: speech, inscriptions, artifacts, etc. As such, gestures are seen as one of the semiotic tools used by students and teacher in mathematics teaching-learning. To analyze them, we introduce a suitable model, the semiotic bundle. It allows focusing on the relationships of gestures with the other semiotic resources within a multimodal approach. It also enables framing the mediating action of the teacher in the classroom: in this respect, we introduce the notion of semiotic game where gestures are one of the major ingredients.
引用
收藏
页码：97 / 109
页数：13
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