We present an interpretive research study in which, through an unstructured interview, the construction of personal meaning of a geometric fact by a seventh grade student is traced; the process was mediated semiotically by the interviewer. The analysis, presented as vignettes, is done from a semiotic perspective based on Peirce's triadic sign theory. It is evident that the introduction to a scientific activity can greatly benefit from the semiotic mediation of an expert, in particular, for the student to clarify, relate and express their ideas.
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