Browse > Article

The Function of Signs and Attention in Teaching-Learning of Mathematics  

Moon, Sung Jae (Graduate School, Seoul National University)
Lee, Kyeong-Hwa (Seoul National University)
Publication Information
School Mathematics / v.19, no.1, 2017 , pp. 189-208 More about this Journal
Abstract
The purpose of this study is to capture and explain the roles that signs and attention play in the fraction learning process, through a previous study that employs Deleuze's perspective on sign and the role of attention. From this case study of elementary school students, we found that signs are a prerequisite for learning and that learning takes place as different forms of attention shifts. The various types of semiotic resources used by teachers and students have been found to play an important role in coordinating collective attention between teachers and students.
Keywords
Deleuze; Signs; Attention; Semiotic resources; Intercorporeality;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 노정원, 이경화(2016). 들뢰즈의 인식론과 수학학습. 학교수학, 18(3), 733-747.
2 곽호완, 박창호, 이태연, 김문수, 진영선(2008). 실험심리학 용어사전. 서울: 시그마프레스.
3 김재춘, 배지현(2016). 들뢰즈와 교육: 차이생성의 배움론. 서울: 학이시습.
4 우정호(2013). 수학 학습-지도 원리와 방법. 서울: 서울대학교출판문화원
5 이남인(2013). 후설과 메를로-퐁티 지각의 현상학. 경기: 한길사.
6 Arzarello, F. (2006). Semiosis as a multimodal process. Revista Latinoamericana De Investigation En Mathematica Educativa, Special issue on Semiotics, Cultures, and Mathematical Thinking (Guest Editors: L. Radford & B. D' Amore), 267-299.
7 de Freitas, E & Sinclair, N. (2012). Diagram, gesture, agency: Theorizing embodiment in the mathematics classroom. Educational Studies in Mathematics, 80(1-2), 133-152.   DOI
8 de Freitas, E & Sinclair, N. (2013). New materialist ontologies in mathematics education: the body in/of mathematics. Educational Studies in Mathematics, 83, 453-470.   DOI
9 de Freitas, E & Sinclair, N (2014). Mathematics and the body: Material entanglement in the classroom. Cambridge: Cambridge University Press.
10 Delueze, G. (2004). 차이와 반복. (김상환 역). 서울: 민음사. (프랑스어초판은 1968년 출판)
11 Ferrara, F., & Ferrari, G. (2017). Agency and assemblage in pattern generalisation: a materialist approach to learning, Educational Studies in Mathematics, 94(1), 21-36.   DOI
12 Kwon, M-S. (2015). Supporting students to develop mathematical explanation: Studying the work of teaching. doctoral dissertation, University of Michigan, Ann Arbor, MI.
13 Mason, J. (2004). Doing‚ construing and doing + discussing‚ learning: The importance of the structure of attention. Lecture at the Tenth International Congress of Mathematics Education, Copenhagen. Retrieved February 21, 2005 from www.mcs.open.ac.uk/cme/JHMFurthPartics.htm/conference
14 Merleau-Ponty, M. (1945). Phenomenology of perception. London: Routledge.
15 Presmeg, N., Radford, R., Roth, W-M., & Kadunz, G. (2016). Semiotics in Mathematics Education. ICME-13 Topical Surveys. Springer International Publishing.
16 Radford, L. (2009). "No! He starts walking backwards!": interpreting motion graphs and the question of space, place and distance. ZDM-The International Journal on Mathematics Education, 41, 467-480.   DOI
17 Radford, L. (2010), The eye as a theoretician: Seeing structures in generalizing activities. For the Learning of Mathematics, 30(2).
18 Radford, L. (2013), Three key concepts of the theory of objectification: Knowledge, knowing, and learning, Journal of Research in Mathematics Education, 2(1), 7-44.
19 Radford, L & Roth, W. M. (2011), Intercorporeality and ethical commitment: an activity perspective on classroom interaction, Educational Studies in Mathematics, 77, 227-245.   DOI
20 Radford, L., Schubring, G., & Seeger, F. (2011). Signifying and meaning-making in mathematical thinking, teaching, and learning. Educational Studies in Mathematics, 77, 149-156.   DOI
21 Roth, W. M. (2011), Passibility: At the limits of the constructivist metaphor (Vol. 3). New York: Springer.
22 Seeger, F. (2011). On meaning making in mathematics education: social, emotional, semiotic. Educational Studies in Mathematics, 77, 207-226.   DOI
23 Watson, A. & Mason, J. (2015). 색다른 학교수학. (이경화 역). 서울: 경문사. (영어 원작은 2005년 출판).
24 Sinclair, N., de Freitas, E., & Ferrara, F. (2013). Virtual encounters: the murky and furtive world of mathematical inventiveness. ZDM, 45(2), 239-252.   DOI
25 Thom, J. S., & Roth, W. M. (2011). Radical embodiment and semiotics: toward a theory of mathematics in the flesh. Educational Studies in Mathematics, 77(2-3), 267-284.   DOI
26 Towers, J., & Martin, L. C. (2015). Enactivism and the study of collectivity. ZDM, 47(2), 247-256.   DOI
27 Zagorianakos, A & Shvarts, A. (2015). The role of intuition in the process of objectification of mathematical phenomena from a Husserlian perspective: a case study. Educational Studies in Mathematics, 88, 137-157.   DOI