Diagrams as Means for Learning

Gert Kadunz

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Diagrams as Means for Learning

In: Semiotics as a Tool for Learning Mathematics

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Gert Kadunz

Gert Kadunz
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Type:: Chapter

Pages:: 111–126

DOI:: https://doi.org/10.1007/9789463003377_007

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A challenging task when doing research in mathematics education is the comprehensible description of activity shown by students and their construction of new knowledge when doing mathematics. The semiotics of Charles S. Peirce seems to be a promising tool for fulfilling this task. For several years, Peirce’s semiotics has been well known and extensively discussed in the scientific community of mathematics education. Among the numerous research reports grounded on semiotics, several of them deal with Peirce’s semiotics on the meaning of diagrams as a tool for gaining new knowledge. The aim of this chapter, where a case study will be presented, is to offer the usefulness of such a view on diagrams. In this study the diagrams made by two students who solve a problem from elementary geometry are analysed. The question presented to them asked for a mathematical description of the movement of a rigid body. To answer this question they started experimenting with this rigid body and afterwards invented and used diagrams in manifold ways. Videobased data show these diagrams to be the source of new mathematical knowledge for these students. Therefore, this chapter offers Ch. S. Peirce’s semiotics as a successful theoretic frame for describing and interpreting the learning activity of the students and their use of diagrams to solve the given mathematical task.

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Semiotics as a Tool for Learning Mathematics

How to Describe the Construction, Visualisation, and Communication of Mathematical Concepts

Series: Semiotic Perspectives in the Teaching and Learning of Math Series, Volume: 3

Cover Semiotics as a Tool for Learning Mathematics

E-Book ISBN:: 9789463003377

Publisher:: Brill

Print Publication Date:: 01 Jan 2016

Subjects
- Education
  - Mathematics Education

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Diagrams as Means for Learning

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Semiotics as a Tool for Learning Mathematics

How to Describe the Construction, Visualisation, and Communication of Mathematical Concepts

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