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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Date
2020
Journal Title
Journal ISSN
Volume Title
Publisher
Education Association of South Africa (EASA)
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
Keywords
Geometry, Semiotics, Visual texts, Teaching and learning, Grade 9 class, South Africa
Citation
Smith, C. et al. (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),1682. https://doi.org/10.15700/saje.v40n2a1682