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Reification in the Learning of Square Roots in a Ninth Grade Classroom: Combining Semiotic and Discursive Approaches.

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Title: Reification in the Learning of Square Roots in a Ninth Grade Classroom: Combining Semiotic and Discursive Approaches.
Authors: Shinno, Yusuke1 shinno@cc.osaka-kyoiku.ac.jp
Source: International Journal of Science & Mathematics Education. Feb2018, Vol. 16 Issue 2, p295-314. 20p.
Subject Terms: *Mathematics education (Secondary), *Learning, *Teaching, *Mathematics teachers, Square root, Reification
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Reification in the Learning of Square Roots in a Ninth Grade Classroom: Combining Semiotic and Discursive Approaches.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Feb2018, Vol. 16 Issue 2, p295-314. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Mathematics+education+%28Secondary%29%22">Mathematics education (Secondary)</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Square+root%22">Square root</searchLink><br /><searchLink fieldCode="DE" term="%22Reification%22">Reification</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10763-016-9765-3
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        Text: English
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      – SubjectFull: Teaching
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      – SubjectFull: Mathematics teachers
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