Recursos semioticos del profesor de matematica: Funciones complementarias del habla y los gestos para la alfabetizacion cientifica escolar

Translated title of the contribution: Semiotic resources of teachers of mathematics: Complementary functions of discourse and gestures for scientific literacy at schools

Research output: Contribution to journalArticlepeer-review

Abstract

Teachers of mathematics unfold their pedagogical discourse through a range of semiotic resources, under the conditions of prototypical classroom dynamics that is face to face interaction and the use of the whiteboard. From a multimodal perspective, this research seeks to describe the main functions of the semiotic resources used by teachers for the regulation of disciplinary knowledge. A multiple case study was developed based on the performance of two teachers of freshmen and their lessons of mathematics. The results show that the main semiotic resources are speech and deictic gestures, which unfold in meaning configurations with specific purposes. Speech and gestures together, or in an inter-semiotical way build the mathematical knowledge and make up for a specialized combination typical to the pedagogy of scientific literacy.

Translated title of the contributionSemiotic resources of teachers of mathematics: Complementary functions of discourse and gestures for scientific literacy at schools
Original languageSpanish
Pages (from-to)99-115
Number of pages17
JournalEstudios Pedagogicos
Volume36
Issue number2
DOIs
StatePublished - 2010
Externally publishedYes

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