Mathematical videos, social semiotics and the changing classroom
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1007/s11858-020-01131-3 http://hdl.handle.net/11449/198436 |
Resumo: | With the advancement of digital technology, the roles of teachers and students are slowly changing. The classroom is on the verge of becoming a new, more open place, one with fewer barriers to the rest of society. Our purpose in this paper is to discuss how the creation of videos with mathematical content may contribute to this process of rendering the classroom borderless, as well as how this activity can become a teaching and learning tool. We ground our discussion in social semiotics, a theory that considers the context of production and the negotiations between actors to analyze the meanings produced. We report on the production of videos by middle school students and the steps involved: discussion, editing and dissemination. At each step, data were produced and collected. We focus our analysis on the question of how the production of videos in the classroom can help in the communication of mathematical knowledge and in the change of the dynamics of the classroom. We find that video production provides a classroom dynamic in which students can become protagonists in the teaching and learning process, with teachers mediating this activity. We argue that video production is a different way to express mathematics, and it is particularly well-suited to expressing what students have understood. Using videos, a new kind of mathematics can emerge in the classroom, joining its traditional symbolic language with other modes, such as language, gesture, image and music. |
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Mathematical videos, social semiotics and the changing classroomClassroom changesHumans-with-mediaInternetSign of learningSocial semioticsVideo productionWith the advancement of digital technology, the roles of teachers and students are slowly changing. The classroom is on the verge of becoming a new, more open place, one with fewer barriers to the rest of society. Our purpose in this paper is to discuss how the creation of videos with mathematical content may contribute to this process of rendering the classroom borderless, as well as how this activity can become a teaching and learning tool. We ground our discussion in social semiotics, a theory that considers the context of production and the negotiations between actors to analyze the meanings produced. We report on the production of videos by middle school students and the steps involved: discussion, editing and dissemination. At each step, data were produced and collected. We focus our analysis on the question of how the production of videos in the classroom can help in the communication of mathematical knowledge and in the change of the dynamics of the classroom. We find that video production provides a classroom dynamic in which students can become protagonists in the teaching and learning process, with teachers mediating this activity. We argue that video production is a different way to express mathematics, and it is particularly well-suited to expressing what students have understood. Using videos, a new kind of mathematics can emerge in the classroom, joining its traditional symbolic language with other modes, such as language, gesture, image and music.Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Federal Institute of Santa Catarina Campus GasparSão Paulo State University (UNESP) Campus Rio ClaroSão Paulo State University (UNESP) Campus Rio ClaroCNPq: 142290/2016-5CNPq: 303326/2015-8CNPq: 400590/2016-6Federal Institute of Santa Catarina Campus GasparUniversidade Estadual Paulista (Unesp)Oechsler, VanessaBorba, Marcelo C. [UNESP]2020-12-12T01:12:51Z2020-12-12T01:12:51Z2020-10-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article989-1001http://dx.doi.org/10.1007/s11858-020-01131-3ZDM - Mathematics Education, v. 52, n. 5, p. 989-1001, 2020.1863-97041863-9690http://hdl.handle.net/11449/19843610.1007/s11858-020-01131-32-s2.0-85078348833Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengZDM - Mathematics Educationinfo:eu-repo/semantics/openAccess2021-10-23T11:47:53Zoai:repositorio.unesp.br:11449/198436Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T17:33:17.348992Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Mathematical videos, social semiotics and the changing classroom |
title |
Mathematical videos, social semiotics and the changing classroom |
spellingShingle |
Mathematical videos, social semiotics and the changing classroom Oechsler, Vanessa Classroom changes Humans-with-media Internet Sign of learning Social semiotics Video production |
title_short |
Mathematical videos, social semiotics and the changing classroom |
title_full |
Mathematical videos, social semiotics and the changing classroom |
title_fullStr |
Mathematical videos, social semiotics and the changing classroom |
title_full_unstemmed |
Mathematical videos, social semiotics and the changing classroom |
title_sort |
Mathematical videos, social semiotics and the changing classroom |
author |
Oechsler, Vanessa |
author_facet |
Oechsler, Vanessa Borba, Marcelo C. [UNESP] |
author_role |
author |
author2 |
Borba, Marcelo C. [UNESP] |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Federal Institute of Santa Catarina Campus Gaspar Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Oechsler, Vanessa Borba, Marcelo C. [UNESP] |
dc.subject.por.fl_str_mv |
Classroom changes Humans-with-media Internet Sign of learning Social semiotics Video production |
topic |
Classroom changes Humans-with-media Internet Sign of learning Social semiotics Video production |
description |
With the advancement of digital technology, the roles of teachers and students are slowly changing. The classroom is on the verge of becoming a new, more open place, one with fewer barriers to the rest of society. Our purpose in this paper is to discuss how the creation of videos with mathematical content may contribute to this process of rendering the classroom borderless, as well as how this activity can become a teaching and learning tool. We ground our discussion in social semiotics, a theory that considers the context of production and the negotiations between actors to analyze the meanings produced. We report on the production of videos by middle school students and the steps involved: discussion, editing and dissemination. At each step, data were produced and collected. We focus our analysis on the question of how the production of videos in the classroom can help in the communication of mathematical knowledge and in the change of the dynamics of the classroom. We find that video production provides a classroom dynamic in which students can become protagonists in the teaching and learning process, with teachers mediating this activity. We argue that video production is a different way to express mathematics, and it is particularly well-suited to expressing what students have understood. Using videos, a new kind of mathematics can emerge in the classroom, joining its traditional symbolic language with other modes, such as language, gesture, image and music. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-12T01:12:51Z 2020-12-12T01:12:51Z 2020-10-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1007/s11858-020-01131-3 ZDM - Mathematics Education, v. 52, n. 5, p. 989-1001, 2020. 1863-9704 1863-9690 http://hdl.handle.net/11449/198436 10.1007/s11858-020-01131-3 2-s2.0-85078348833 |
url |
http://dx.doi.org/10.1007/s11858-020-01131-3 http://hdl.handle.net/11449/198436 |
identifier_str_mv |
ZDM - Mathematics Education, v. 52, n. 5, p. 989-1001, 2020. 1863-9704 1863-9690 10.1007/s11858-020-01131-3 2-s2.0-85078348833 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
ZDM - Mathematics Education |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
989-1001 |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1808128825929760768 |