Connect and Prepare: The social and linguistic semiotics of mathematics in public schools

ID: 49764 Type: Roundtable
  1. Shagufta Raja, UNC Charlotte Center for STEM Education, United States
  2. David Pugalee, CSTEM, United States

Tuesday, November 15 2:45 PM-3:45 PM Location: Edison Ballroom View on map

No presider for this session.

Abstract: Semiotics is the study of sign processes, their signification and communication. Signs and symbols are usually divided into three branches. This research study is based on the effects of semiotics in a classroom discourse. The learning process can be better if signs gestures and symbols are also used along with written and verbal language to teach students in public school. America is like a salad bowl with people from many cultures, nationalities, languages and backgrounds. Besides foreigners there are many different language dialects and socio cultural differences for American citizens in states where spoken language is different from Standard English. In Vygotsky’s philosophy of zone of proximal development, “any semiotic activity of individual assumes the existence of social interaction (Vygotsky 1934).The research study discusses the historical background of semiotics and examples from some local public schools.

Objectives

To connect students learning in classrooms to real world situations a. Learning in their own perspective and cultural background b. Learning and conceptualizing in their own language c. Transform language of mathematics into communication (via e learning)

Topical Outline

There is an intimate connection between natural languages and visual learning of mathematics. This research paper addresses the thinking process in mathematics with the help of measures, pictures, gestures, signs and words. Algebraic symbolization can be considered in two ways: 1.How it is presented to the students for learning and 2. How they are perceived and learnt by the students as assessed by their learning outcomes or feedback. Both are very critical because of the social and cultural difference in context, prior language and semiotics is part of the process. Mathematics lessons are characterized by patterns of communication and interaction between teacher and students. Traditionally teacher had a predetermined lesson format according to which teacher delivers the lesson to students in one or more forms of communication. This trend is changing to a modern approach and technological resources which enables the student to discover their solution through inquiry and interactive practical experience. An effort made in this research to explain the important aspects such as context continuity.

Experience Level

Beginner

Qualifications

Doctorate degree in Curriculum and instruction and urban math education 19 years Experience in teaching middle and high school students 10 years experience as an administrator

Topics

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