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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dc.contributor.authorSmith, Charles Raymonden_ZA
dc.contributor.authorJulie, Cyrilen_ZA
dc.contributor.authorGierdien, Mohammad Faaizen_ZA
dc.date.accessioned2020-06-23T08:27:09Z
dc.date.available2020-06-23T08:27:09Z
dc.date.issued2020
dc.descriptionCITATION: Smith, C. R., Julie, C. & Gierdien, F. 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):Art. #1682, doi:10.15700/saje.v40n2a1682.
dc.descriptionThe original publication is available at http://www.sajournalofeducation.co.za/index.php/saje
dc.description.abstractIn 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.en_ZA
dc.description.urihttp://www.sajournalofeducation.co.za/index.php/saje/article/view/1682
dc.description.versionPublisher's version
dc.format.extent12 pages ; illustrations
dc.identifier.citationSmith, C. R., Julie, C. & Gierdien, F. 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):Art. #1682, doi:10.15700/saje.v40n2a1682
dc.identifier.issn2076-3433 (online)
dc.identifier.issn0256-0100 (print)
dc.identifier.otherdoi:10.15700/saje.v40n2a1682
dc.identifier.urihttp://hdl.handle.net/10019.1/108670
dc.language.isoen_ZAen_ZA
dc.publisherEducation Association of South Africa
dc.rights.holderAuthors retain copyright
dc.subjectGeometry -- Study and teaching (Secondary) -- Aids and devices -- South Africaen_ZA
dc.subjectHigh school freshmen -- South Africaen_ZA
dc.subjectGeometry -- Semioticsen_ZA
dc.subjectSpace perceptionen_ZA
dc.subjectHigh schools -- South Africaen_ZA
dc.titleThe 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 congruencyen_ZA
dc.typeArticleen_ZA
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