The discourse of a teacher as a means to foster the objectification of a vector quantity: The case of a novice teacher

Ulises Salinas Hernandez; Luis Moreno-Armella; Isaias Miranda

The discourse of a teacher as a means to foster the objectification of a vector quantity: The case of a novice teacher

Ulises Salinas Hernandez
, Luis Moreno-Armella
, Isaias Miranda

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

Abstract

This article presents the analysis of the discourse of a novice teacher when he tries to clarify what the sign of a vector quantity is. The elements considered for the analysis are language (speech and gesturing) and reference system concept as mediators within the process of meaning-making. Our analysis shows the novice teacher has difficulties promoting the understanding of the (negative) sign of a vector quantity and its relationship with the convention used to solve problems of motion of objects. The results shown here are part of a wider ongoing research concerning discourse analysis and teaching practice in grade 11 of two teachers with different profiles, expert and novice, from the theoretical approach of semiotics–the theory of objectification.

Original language	English
Title of host publication	Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education, CERME10
Editors	Thérèse Dooley, Ghislaine Gueudet
Publisher	Dublin City University
Pages	1356-1363
Number of pages	8
ISBN (Electronic)	978-1-873769-73-7
Publication status	Published - 2017
Externally published	Yes
Event	10th Congress of the European Society for Research in Mathematics Education - Dublin, Ireland Duration: 1 Feb 2017 → 5 Feb 2017 Conference number: 10

Conference

Conference	10th Congress of the European Society for Research in Mathematics Education
Abbreviated title	CERME10
Country/Territory	Ireland
City	Dublin
Period	1/02/17 → 5/02/17

Keywords

Novice teacher
classroom communication
objectification theory
sign of a vector quantity
semiotic approach

Access to Document

http://erme.site/wp-content/uploads/archives/CERME10_Proceedings_2017.pdf

Cite this

Salinas Hernandez, U., Moreno-Armella, L., & Miranda, I. (2017). The discourse of a teacher as a means to foster the objectification of a vector quantity: The case of a novice teacher. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education, CERME10 (pp. 1356-1363). Dublin City University. http://erme.site/wp-content/uploads/archives/CERME10_Proceedings_2017.pdf

Salinas Hernandez, Ulises ; Moreno-Armella, Luis ; Miranda, Isaias. / The discourse of a teacher as a means to foster the objectification of a vector quantity: The case of a novice teacher. Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education, CERME10. editor / Thérèse Dooley ; Ghislaine Gueudet. Dublin City University, 2017. pp. 1356-1363

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title = "The discourse of a teacher as a means to foster the objectification of a vector quantity: The case of a novice teacher",

abstract = "This article presents the analysis of the discourse of a novice teacher when he tries to clarify what the sign of a vector quantity is. The elements considered for the analysis are language (speech and gesturing) and reference system concept as mediators within the process of meaning-making. Our analysis shows the novice teacher has difficulties promoting the understanding of the (negative) sign of a vector quantity and its relationship with the convention used to solve problems of motion of objects. The results shown here are part of a wider ongoing research concerning discourse analysis and teaching practice in grade 11 of two teachers with different profiles, expert and novice, from the theoretical approach of semiotics–the theory of objectification.",

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booktitle = "Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education, CERME10",

publisher = "Dublin City University",

note = "10th Congress of the European Society for Research in Mathematics Education, CERME10 ; Conference date: 01-02-2017 Through 05-02-2017",

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Salinas Hernandez, U, Moreno-Armella, L & Miranda, I 2017, The discourse of a teacher as a means to foster the objectification of a vector quantity: The case of a novice teacher. in T Dooley & G Gueudet (eds), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education, CERME10. Dublin City University, pp. 1356-1363, 10th Congress of the European Society for Research in Mathematics Education, Dublin, Ireland, 1/02/17. <http://erme.site/wp-content/uploads/archives/CERME10_Proceedings_2017.pdf>

The discourse of a teacher as a means to foster the objectification of a vector quantity: The case of a novice teacher. / Salinas Hernandez, Ulises; Moreno-Armella, Luis; Miranda, Isaias.
Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education, CERME10. ed. / Thérèse Dooley; Ghislaine Gueudet. Dublin City University, 2017. p. 1356-1363.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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AU - Moreno-Armella, Luis

AU - Miranda, Isaias

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N2 - This article presents the analysis of the discourse of a novice teacher when he tries to clarify what the sign of a vector quantity is. The elements considered for the analysis are language (speech and gesturing) and reference system concept as mediators within the process of meaning-making. Our analysis shows the novice teacher has difficulties promoting the understanding of the (negative) sign of a vector quantity and its relationship with the convention used to solve problems of motion of objects. The results shown here are part of a wider ongoing research concerning discourse analysis and teaching practice in grade 11 of two teachers with different profiles, expert and novice, from the theoretical approach of semiotics–the theory of objectification.

AB - This article presents the analysis of the discourse of a novice teacher when he tries to clarify what the sign of a vector quantity is. The elements considered for the analysis are language (speech and gesturing) and reference system concept as mediators within the process of meaning-making. Our analysis shows the novice teacher has difficulties promoting the understanding of the (negative) sign of a vector quantity and its relationship with the convention used to solve problems of motion of objects. The results shown here are part of a wider ongoing research concerning discourse analysis and teaching practice in grade 11 of two teachers with different profiles, expert and novice, from the theoretical approach of semiotics–the theory of objectification.

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KW - classroom communication

KW - objectification theory

KW - sign of a vector quantity

KW - semiotic approach

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BT - Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education, CERME10

A2 - Dooley, Thérèse

A2 - Gueudet, Ghislaine

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T2 - 10th Congress of the European Society for Research in Mathematics Education

Y2 - 1 February 2017 through 5 February 2017

ER -

The discourse of a teacher as a means to foster the objectification of a vector quantity: The case of a novice teacher

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Conference

Keywords

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