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Artículo Especial

Vol. 9 No 4 (2006): Número Especial/ Diciembre

SEMIOSIS AS A MULTIMODAL PROCESS

Soumis
octobre 28, 2024
Publiée
2006-12-30

Résumé

Les approches sémiotiques classiques sont trop étroites pour étudier les phénomènes didactique de la salle de classe de mathématiques. En plus des ressources sémiotiques traditionnelles (comme les symboles écrits et la langue) utilisées par les élèves et les enseignants, d’autres ressources sémiotiques importantes comprennent les gestes, les regards, les dessins et les modes extra-langagiers d’expression. Ces dernières rentrent difficilement dans les définitions classiques des systèmes sémiotiques. Afin de surmonter cette difficulté, dans cet article j’adopte une perspective vygotskienne et je présente une notion élargie de système sémiotique, le faisceau sémiotique, qui s’avère particulièrement utile afin d’inclure toutes les ressources sémiotiques que nous rencontrons dans les processus d’apprentissage des mathématiques. Dans cet article je souligne quelques points critiques concernant la description usuelle des systèmes sémiotiques; j’offre une discussion du paradigme multimodal et incarné lequel a émergé ces dernières années dans le cadre des recherches menées en psycholinguistique et neuroscience. Suite à cela j’analyse les gestes d’un point de vue sémiotique. Après j’introduis la notion de paquet sémiotique et l’exemplifie à travers une étude de cas.

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