La teoría de la objetivación en el análisis de los modos de enseñanza: el caso de un profesor novato

Drawing on the main concepts of the Theory of Objectification, in this article we analyze a novice teacher's modes of teaching when trying to clarify what the negative sign of a vector quantity means: the acceleration of gravity. By modes of teaching we mean those procedures used by a teacher during his or her teaching actions. The concepts used in the analysis are the semiotic means of objectification (in particular, verbal and gestural language) used by the teacher during the exposure of a movement problem. Our analysis shows that the way the teacher uses the semiotic means difficult students' understanding of the meaning of the sign of the acceleration of gravity. We claim that this difficulty was due to the lack of coordination between the gestures used by the teacher and his language.