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SEMIOTIC REASONING EMERGES IN CONSTRUCTING PROPERTIES OF A RECTANGLE: A STUDY OF ADVERSITY QUOTIENT
- Source :
- Journal on Mathematics Education, Vol 11, Iss 1, Pp 95-110 (2020)
- Publication Year :
- 2020
- Publisher :
- Sriwijaya University, 2020.
-
Abstract
- Semiotics is simply defined as the sign-using to represent a mathematical concept in a problem-solving. Semiotic reasoning of constructing concept is a process of drawing a conclusion based on object, representamen (sign), and interpretant. This paper aims to describe the phases of semiotic reasoning of elementary students in constructing the properties of a rectangle. 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. The results show three participants identify object by observing objects around them. In creating sign stage, they made the same sign that was a rectangular image. However, in three last stages, namely interpret sign, find out properties of sign, and discover properties of a rectangle, they made different ways. The quitter found two characteristics of rectangular objects then derived it to be a rectangle’s properties. The champer found four characteristics of the objects then it was derived to be two properties of a rectangle. By contrast, Climber found six characteristics of the sign and derived all of these to be four properties of a rectangle. In addition, Climber could determine the properties of a rectangle correctly.
- Subjects :
- adversity quotient (aq)
General Mathematics
construction concept
lcsh:Mathematics
05 social sciences
Contrast (statistics)
050109 social psychology
Interpretant
lcsh:QA1-939
Object (philosophy)
050105 experimental psychology
Education
Image (mathematics)
Algebra
Concept learning
semiotic reasoning
Mathematics education
Semiotics
reasoning
0501 psychology and cognitive sciences
Rectangle
Sign (mathematics)
Mathematics
semiotic
Subjects
Details
- Language :
- English
- ISSN :
- 20878885
- Volume :
- 11
- Issue :
- 1
- Database :
- OpenAIRE
- Journal :
- Journal on Mathematics Education
- Accession number :
- edsair.doi.dedup.....21da19bad1eb2872bb9a4f143a02450b