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The role of semiotic tools in mediating shared meaning making in the learning of mathematics pedagogy

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Kaartinen, S., & Latomaa, T. (2015). The role of semiotic tools in mediating shared meaning making in the learning of mathematics pedagogy. In M. Kauppinen, M. Rautiainen, & M. Tarnanen (Eds.), Elävä ainepedagogiikka : Ainedidaktiikan symposium Jyväskylässä 13.–14.2.2014 (pp. 155-171). Suomen ainedidaktinen tutkimusseura ry. Ainedidaktisia tutkimuksia, 9. http://hdl.handle.net/10138/154156
Published in
Ainedidaktisia tutkimuksia
Authors
Kaartinen, Sinikka |
Latomaa, Timo
Editors
Kauppinen, Merja |
Rautiainen, Matti |
Tarnanen, Mirja
Date
2015
Discipline
Matematiikka ja luonnontieteetMatematiikka ja luonnontieteet
Copyright
© Kirjoittajat & Suomen ainedidaktinen tutkimusseura ry, 2015.

 
This article investigates the role of semiotic tools as sign vehicles in mediating the socially shared meaning making process in the learning of mathematics pedagogy. Our particular interest is to investigate the evolving role of the social sign in learning within culturally organized activities. The participants in our study were a group of teachers participating in an in-service mathematics course whose pedagogy draws on the sociocultural perspective. A specific analysis method to unravel the nature of the semiotic tool as a sign vehicle was developed for the study. The results of the study suggest that socially shared meaning making around the semiotic sign vehicle consisted of seven phases, with a shared social sign as an end result indicating collaborative learning. On the whole, the semiotic sign vehicle investigated in this study supported the understanding of socially shared meaning making and hence teacher learning in the problem solving situation.
Publisher
Suomen ainedidaktinen tutkimusseura ry
Parent publication ISBN
978-952-5993-16-5
Is part of publication
Elävä ainepedagogiikka : Ainedidaktiikan symposium Jyväskylässä 13.–14.2.2014
ISSN Search the Publication Forum
1799-960X
Keywords
social sign collaborative inquiry mathematics education matematiikka opetus

Original source
http://hdl.handle.net/10138/154156

URI

http://urn.fi/URN:NBN:fi:jyu-201609063984

Publication in research information system

https://converis.jyu.fi/converis/portal/detail/Publication/24692135

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