Diagrammatic Reasoning as the Basis for Developing Concepts: A Semiotic Analysis of Students' Learning about Statistical Distribution

Download Edit this record How to cite View on PhilPapers
Abstract
In recent years, semiotics has become an innovative theoretical framework in mathematics education. The purpose of this article is to show that semiotics can be used to explain learning as a process of experimenting with and communicating about one's own representations of mathematical problems. As a paradigmatic example, we apply a Peircean semiotic framework to answer the question of how students learned the concept of "distribution" in a statistics course by "diagrammatic reasoning" and by developing "hypostatic abstractions," that is by forming new mathematical objects which can be used as means for communication and further reasoning. Peirce's semiotic terminology is used as an alternative for notions such as modeling, symbolizing, and reification. We will show that it is a precise instrument of analysis with regard to the complexity of learning and of communication in mathematics classroom
Keywords
No keywords specified (fix it)
Categories
(categorize this paper)
PhilPapers/Archive ID
BAKDRA-3
Revision history
Archival date: 2017-09-03
View upload history
References found in this work BETA

View all 6 references / Add more references

Citations of this work BETA

Add more citations

Added to PP index
2015-05-10

Total views
243 ( #12,855 of 40,645 )

Recent downloads (6 months)
87 ( #5,439 of 40,645 )

How can I increase my downloads?

Downloads since first upload
This graph includes both downloads from PhilArchive and clicks to external links.