Drawings, Gestures and Discourses: A Case Study with Kindergarten Students Discovering Lego Bricks (original) (raw)
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International Group for the Psychology of …, 2005
This paper presents some elements of our study on the construction of mathematical meanings in terms of development of semiotic systems (gestures, speech in oral and written form, drawings) in a Vygotskian framework with reference to cultural artefacts (Wartofsky). It concerns with a teaching experiment on perspective drawing at primary school (4th-5th grade classes). We analyse the appropriation of an element of the mathematical model of perspective drawing (visual pyramid) through the development of gestures, speech and drawings, starting from a concrete experience with a Dürer’s glass to the interpretation of a new artefact as a concrete model of that mathematical object.
Educational Studies in Mathematics, 2009
This paper reports a part of a study on the construction of mathematical meanings in terms of development of semiotic systems (gestures, speech in oral and written form, drawings) in a Vygotskian framework, where artefacts are used as tools of semiotic mediation. It describes a teaching experiment on perspective drawing at primary school (fourth to fifth grade classes), starting from a concrete experience with a Dürer’s glass to the interpretation of a new artefact. We analyse the long term process of appropriation of the mathematical model of perspective drawing (visual pyramid) through the development of gestures, speech and drawings under the teacher’s guidance.
International Group for the Psychology of M athematics …, 2005
We shall summarize some findings of two studies (Bartolini et al., 1999; Bartolini et al. in press) concerning primary school. In the former we have studied the genesis of a germ theory of the functioning of gears. In the latter we have studied the construction of the meaning of painting as the intersection between the picture plane and the visual pyramid. The studies have been carried out in a Vygotskian framework that has been gradually enriched with contributions of other authors. As a result, classroom activity has been designed and orchestrated by the teacher in order to foster the parallel development of different semiotic means (language, gestures, drawing), which form a dynamic system (Stetsenko, 1995).
Educational Studies in Mathematics, 2008
This paper reports a part of a study on the construction of mathematical meanings in terms of development of semiotic systems (gestures, speech in oral and written form, drawings) in a Vygotskian framework, where artefacts are used as tools of semiotic mediation. It describes a teaching experiment on perspective drawing at primary school (fourth to fifth grade classes), starting from a concrete experience with a Dürer's glass to the interpretation of a new artefact. We analyse the long term process of appropriation of the mathematical model of perspective drawing (visual pyramid) through the development of gestures, speech and drawings under the teacher's guidance.
Meaning Construction Through Semiotic Means: The Case of the Visual Pyramid
2005
This paper presents some elements of our study on the construction of mathematical meanings in terms of development of semiotic systems (gestures, speech in oral and written form, drawings) in a Vygotskian framework with reference to cultural artefacts (Wartofsky). It concerns with a teaching experiment on perspective drawing at primary school (4th-5th grade classes). We analyse the appropriation of an element of the mathematical model of perspective drawing (visual pyramid) through the development of gestures, speech and drawings, starting from a concrete experience with a Dürer's glass to the interpretation of a new artefact as a concrete model of that mathematical object.
Changing semiotic modes indicates the introduction of new elements in children’s reasoning
Educational Journal of the University of Patras UNESCO Chair, 2016
Analyzing individual, semi-structured interviews of 41 preschoolers (age 4-6) in a preposttest research design, an attempt was made to investigate whether the change in the use of children's semiotic modes indicates the introduction of new elements to their thinking. For many children changing in semiotic modes indicates enhancement in their reasoning. Furthermore, in many cases the modalities regarding human body and drawing are more meaningful compared to children's speech. KEYWORDS Reasoning, semiotic modes, multimodal approach, physics teaching RÉSUMÉ Cette recherche se base sur des entretiens individuels, semi-structurés de 41 enfants' âgés de 4 à 6 ans. Un pré et post test ont été utilisés pour déterminer si le changement dans l'utilisation des modes sémiotiques des élèves indique l'introduction de nouveaux éléments dans leur raisonnement. Il a été montré que chez plusieurs enfants, les changements dans les voies d'expression soulignent aussi des changements dans leur raisonnement. En outre, dans plusieurs cas, l'expression corporelle et leurs dessins sont plus significatifs sur le plan conceptuel que lorsqu'ils passent par la formulation orale. MOTS-CLÉS Raisonnement, modes sémiotiques, approche multimodale, l'enseignement de la physique THEORETICAL FRAMEWORK Meaning making can be perceived as a multimodal process in which many semiotic modes are involved in. As far as the contribution of human body in children's reasoning is concerned Hadzigeorgiou, Anastasiou, Konsolas and Prevezanou (2009) claim that the human body not
Semiotic Approach to the Analysis of Children’s Drawings
Semiotics, which is used for the analysis of a number of communication languages, helps describe the specific operational rules by determining the sub-systems included in the field it examines. Considering that art is a communication language, this approach could be used in analyzing children’s products in art education. The present study aiming at examining primary school students’ drawings with a semiotic approach was designed via the art-based research method, and the drawings were analyzed through the semiotic approach. The study was conducted in the primary school 3rd grade course of Visual Arts at two primary schools, one of which had students with lower socio-economic status, and the other had students with higher socio-economic status in the central town of Eskişehir in the spring term of 2010-2011 academic year. The study was carried out with a total of 26 students, and the participants were asked to draw a picture regarding a concept. The research data were collected via the students’ drawings and via the clinical interviews held with the students regarding their drawings. At the end of the study, it was found out that the semiotic analysis conducted regarding the students’ drawings was not only a tool that helped make psychological descriptions but also an approach that allowed following their mental development processes; that mostly the students attending the school from the lower socio-economic status used both the direct meanings of objects and their meanings based on reason-result relationships; and the symbolic meanings of objects were mostly favored by students attending the school from the higher socio-economic status. In this respect, the semiotic approach could be considered as an effective way to diversify the diagnostic techniques used both by educators and by parents to give meaning to students’ inner-worlds and their viewpoints about the environment and to monitor their mental processes while analyzing students’ drawings.