![]() Educational Studies in Mathematics, 77(2-3), 189-206.ījuland, R. Semiotic and theoretic control in argumentation and proof activities. Advances in Laguage and Literary Studies, 7(5), 1-13.Īrzarello, F., & Sabena, C. (2016) A cognitive semiotic study of students ' reading a textless image versus a verbal image. Journal of Physics: Conference Series, 943(1), 012008.Īli, R.H., & Aslaadi, S. Implementation of problem-based learning in geometry lessons. In addition, Climber could determine the properties of a rectangle correctly.Īhamad, S.N.S.H., Li, H.C., Shahrill, M., & Prahmana, R.C.I. By contrast, Climber found six characteristics of the sign and derived all of these to be four properties of a rectangle. The champer found four characteristics of the objects then it was derived to be two properties of a rectangle. The quitter found two characteristics of rectangular objects then derived it to be a rectangle’s properties. However, in three last stages, namely interpret sign, find out properties of sign, and discover properties of a rectangle, they made different ways. In creating sign stage, they made the same sign that was a rectangular image. The results show three participants identify object by observing objects around them. ![]() ![]() The participants of the present qualitative study are three elementary students classified into three levels of Adversity Quotient (AQ): quitter/AQ low, champer/AQ medium, and climber/AQ high. This paper aims to describe the phases of semiotic reasoning of elementary students in constructing the properties of a rectangle. ![]() Semiotic reasoning of constructing concept is a process of drawing a conclusion based on object, representamen (sign), and interpretant. Semiotics is simply defined as the sign-using to represent a mathematical concept in a problem-solving. ![]()
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