Teacher semiotic mediation and student meaning-making: A Peircean perspective
To interpret in detail the meaning-making in the classroom and the corresponding teacher semiotic mediation, we have resorted to Peirce¿s triadic sign theory, interpreted by Sáenz-Ludlow and Zellweger. We present an example of the use of a few elements of that theory in the analysis of a classroom e...
- Autores:
-
Perry, Patricia
Camargo, Leonor
Samper, Carmen
Sáenz-Ludlow, Adalira
- Tipo de recurso:
- Fecha de publicación:
- 2014
- Institución:
- Universidad de los Andes
- Repositorio:
- Séneca: repositorio Uniandes
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uniandes.edu.co:1992/32055
- Acceso en línea:
- http://hdl.handle.net/1992/32055
http://funes.uniandes.edu.co/4972/
- Palabra clave:
- Geometría
Significado
Interpretativo
Matemáticas superiores
Marcos teóricos
Educación / Licenciaturas
- Rights
- openAccess
- License
- Attribution-NonCommercial-NoDerivatives 4.0 Internacional
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Teacher semiotic mediation and student meaning-making: A Peircean perspective |
| title |
Teacher semiotic mediation and student meaning-making: A Peircean perspective |
| spellingShingle |
Teacher semiotic mediation and student meaning-making: A Peircean perspective Geometría Significado Interpretativo Matemáticas superiores Marcos teóricos Educación / Licenciaturas |
| title_short |
Teacher semiotic mediation and student meaning-making: A Peircean perspective |
| title_full |
Teacher semiotic mediation and student meaning-making: A Peircean perspective |
| title_fullStr |
Teacher semiotic mediation and student meaning-making: A Peircean perspective |
| title_full_unstemmed |
Teacher semiotic mediation and student meaning-making: A Peircean perspective |
| title_sort |
Teacher semiotic mediation and student meaning-making: A Peircean perspective |
| dc.creator.fl_str_mv |
Perry, Patricia Camargo, Leonor Samper, Carmen Sáenz-Ludlow, Adalira |
| dc.contributor.author.none.fl_str_mv |
Perry, Patricia Camargo, Leonor Samper, Carmen Sáenz-Ludlow, Adalira |
| dc.contributor.other.none.fl_str_mv |
Liljedahl, Peter Oesterle, Susan Cynthia, Nicol Allan, Darien |
| dc.subject.keyword.es_CO.fl_str_mv |
Geometría Significado Interpretativo Matemáticas superiores Marcos teóricos |
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Geometría Significado Interpretativo Matemáticas superiores Marcos teóricos Educación / Licenciaturas |
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Educación / Licenciaturas |
| description |
To interpret in detail the meaning-making in the classroom and the corresponding teacher semiotic mediation, we have resorted to Peirce¿s triadic sign theory, interpreted by Sáenz-Ludlow and Zellweger. We present an example of the use of a few elements of that theory in the analysis of a classroom episode in which meaning is constructed with the teacher¿s semiotic mediation. |
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2014 |
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2014-07 |
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2020-05-30T21:28:52Z |
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2020-05-30T21:28:52Z |
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Perry, Patricia; Camargo, Leonor; Samper, Carmen; Sáenz-Ludlow, Adalira (2014). Teacher semiotic mediation and student meaning-making: A Peircean perspective. En Liljedahl, , Peter; Oesterle, Susan; Nicol, Cynthia; Allan, Darien (Eds.), Proceedings of the |
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http://hdl.handle.net/1992/32055 |
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10.57784/1992/32055 |
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Perry, Patricia; Camargo, Leonor; Samper, Carmen; Sáenz-Ludlow, Adalira (2014). Teacher semiotic mediation and student meaning-making: A Peircean perspective. En Liljedahl, , Peter; Oesterle, Susan; Nicol, Cynthia; Allan, Darien (Eds.), Proceedings of the 10.57784/1992/32055 instname:Universidad de los Andes reponame:Repositorio Institucional Séneca repourl:https://repositorio.uniandes.edu.co/ |
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eng |
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