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What Can Semiotic Theory Contribute to an Enactivist Analysis of Sense Making with Multiple Artifacts?

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Title: What Can Semiotic Theory Contribute to an Enactivist Analysis of Sense Making with Multiple Artifacts?
Language: English
Authors: Steven Greenstein, Denish Akuom, Erin Pomponio, Allison L. Gantt
Source: North American Chapter of the International Group for the Psychology of Mathematics Education. 2023 (pter).
Availability: North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2023
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1812887
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, College Faculty, Mathematics Instruction, Fractions, Semiotics, Instructional Materials, Mathematics Materials, Mathematics Activities, Mathematical Enrichment, Learner Engagement, Discovery Processes, Multidimensional Scaling
Abstract: This project seeks to understand the emergence of mathematical meanings mediated by learners' interactions with multiple artifacts. Extending our prior work which took an enactivist approach and revealed the dynamics of embodied interactions fundamental to understanding fraction division, we now employ a semiotic lens to illuminate how learners make personal meanings from their engagement with multiple artifacts and translate them into more generalized mathematical meanings. We are doing so by taking a semiotic approach to tracking the emergent phenomenon of two learners' meaning making as it arises from the complex interplay of signs. We rely on our findings to argue that semiotic theory can be used as a resource to complement and enhance an enactive analysis of the unfolding of sense making with multiple artifacts. Implications for the design of learning experiences with multiple artifacts are proposed. [For the complete proceedings, see ED657822.]
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED657978
Database: ERIC
FullText Text:
  Availability: 0
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  Data: What Can Semiotic Theory Contribute to an Enactivist Analysis of Sense Making with Multiple Artifacts?
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  Data: North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
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  Data: This project seeks to understand the emergence of mathematical meanings mediated by learners' interactions with multiple artifacts. Extending our prior work which took an enactivist approach and revealed the dynamics of embodied interactions fundamental to understanding fraction division, we now employ a semiotic lens to illuminate how learners make personal meanings from their engagement with multiple artifacts and translate them into more generalized mathematical meanings. We are doing so by taking a semiotic approach to tracking the emergent phenomenon of two learners' meaning making as it arises from the complex interplay of signs. We rely on our findings to argue that semiotic theory can be used as a resource to complement and enhance an enactive analysis of the unfolding of sense making with multiple artifacts. Implications for the design of learning experiences with multiple artifacts are proposed. [For the complete proceedings, see ED657822.]
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      – Text: English
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      – SubjectFull: College Faculty
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Fractions
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      – SubjectFull: Semiotics
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Discovery Processes
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      – SubjectFull: Multidimensional Scaling
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      – TitleFull: What Can Semiotic Theory Contribute to an Enactivist Analysis of Sense Making with Multiple Artifacts?
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