Multimodality and the Semiotic Bundle Lens: A Constructive Resonance with the Theory of Objectification

Cristina Sabena


The paper situates mathematics teaching-learning processes within a multimodal perspective and discusses a semiotic approach apt to seize this dimension, namely the Semiotic Bundle lens. This analytical tool considers the great variety of semiotic resources through which mathematical meanings emerge and evolve in the classroom, ranging from embodied ones such as gestures, to symbolic systems. In particular, the analysis considers them in a systemic and dynamic way. The theoretical account is illustrated by means of an example on children spatial conceptualization, carried out in kindergarten. The data analysis will constitute a background against which the connections with the Theory of Objectification will be highlighted, showing a constructive resonance between the two theories.

La multimodalidad y el lente Semiotic Bundle: una resonancia constructiva con la teoría de la objetividad

El artículo sitúa los procesos de enseñanza-aprendizaje de las matemáticas dentro de una perspectiva multimodal y discute un enfoque semiótico apto para aprovechar esta dimensión llamada el lente Semiotic Bundle. Esta herramienta analítica tiene en cuenta la gran variedad de recursos semióticos a través de los cuales los significados matemáticos emergen y evolucionan en el aula, como los gestos hasta los sistemas simbólicos. En particular, el análisis los considera de forma sistémica y dinámica. La explicación teórica se ilustra mediante un ejemplo de conceptualización espacial de niños, llevado a cabo en el jardín de infantes. El análisis de datos constituirá un trasfondo contra el cual se resaltarán las conexiones con la teoría de la objetivación, mostrando una resonancia constructiva entre las dos teorías.

Doi: 10.30827/pna.v12i4.7848

Palabras clave

Gestos; Juego semiótico; Multimodalidad; Semiotic Bundle


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