"No! He starts walking backwards!": Interpreting motion graphs and the question of space, place and distance

Luis Radford Hernandez; Luis Radford

doi:10.1007/s11858-009-0173-9

"No! He starts walking backwards!": Interpreting motion graphs and the question of space, place and distance

Luis Radford Hernandez, Luis Radford

Manchester Institute of Education

Research output: Contribution to journal › Article › peer-review

Abstract

This article deals with the interpretation of motion Cartesian graphs by Grade 8 students. Drawing on a sociocultural theoretical framework, it pays attention to the discursive and semiotic process through which the students attempt to make sense of graphs. The students' interpretative processes are investigated through the theoretical construct of knowledge objectification and the configuration of mathematical signs, gestures, and words they resort to in order to achieve higher levels of conceptualization. Fine-grained video and discourse analyses offer an overview of the manner in which the students' interpretations evolve into more condensed versions through the effect of what is called in the article "semiotic contractions" and "iconic orchestrations." © FIZ Karlsruhe 2009.

Original language	English
Pages (from-to)	467-480
Number of pages	13
Journal	ZDM - International Journal on Mathematics Education
Volume	41
Issue number	4
DOIs	https://doi.org/10.1007/s11858-009-0173-9
Publication status	Published - 2009

Keywords

Cartesian graphs
Interpretation
Meaning
Objectification
Semiotic nodes
Semiotics

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10.1007/s11858-009-0173-9

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abstract = "This article deals with the interpretation of motion Cartesian graphs by Grade 8 students. Drawing on a sociocultural theoretical framework, it pays attention to the discursive and semiotic process through which the students attempt to make sense of graphs. The students' interpretative processes are investigated through the theoretical construct of knowledge objectification and the configuration of mathematical signs, gestures, and words they resort to in order to achieve higher levels of conceptualization. Fine-grained video and discourse analyses offer an overview of the manner in which the students' interpretations evolve into more condensed versions through the effect of what is called in the article {"}semiotic contractions{"} and {"}iconic orchestrations.{"} {\textcopyright} FIZ Karlsruhe 2009.",

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KW - Meaning

KW - Objectification

KW - Semiotic nodes

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"No! He starts walking backwards!": Interpreting motion graphs and the question of space, place and distance

Abstract

Keywords

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