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Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículo Especial

Vol. 9 Núm. 4 (2006): Número Especial

SEMIOSIS AS A MULTIMODAL PROCESS

Enviado
octubre 28, 2024
Publicado
2006-12-30

Resumen

Las aproximaciones semióticas clásicas resultan ser muy estrechas para investigar los fenómenos didácticos del salón de clase de matemáticas. Además de los recursos semióticos estándares utilizados por los alumnos y los maestros (como los símbolos escritos y el lenguaje hablado), otros recursos semióticos importantes son los gestos, las miradas, los dibujos y los modos extra-lingüísticos de expresión. Sin embargo, estos últimos caben difícilmente en las definiciones clásicas de los sistemas semióticos. Para superar esta dificultad, en este artículo adopto una perspectiva vygotskiana y presento una noción extendida de sistema semiótico, el haz semiótico, que se revela particularmente útil para incluir todas los recursos semióticos que encontramos en los procesos de aprendizaje de las matemáticas. En este artículo subrayo algunos puntos críticos en la descripción usual de los sistemas semióticos; discuto acerca del paradigma multimodal y encarnado que ha venido emergiendo en los últimos años en investigaciones realizadas en psicolinguística y neurociencia y analizo los gestos desde un punto de vista semiótico. Luego, introduzco la noción de paquete semiótico y lo ejemplifico a través de un estudio de casos.

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