Documento de Conferencia
Teacher semiotic mediation and student meaning-making: A Peircean perspective
Fecha
2014-07Registro en:
Perry, Patricia; Camargo, Leonor; Samper, Carmen; Sáenz-Ludlow, Adalira (2014). Teacher semiotic mediation and student meaning-making: A Peircean perspective. En Liljedahl, , Peter; Oesterle, Susan; Nicol, Cynthia; Allan, Darien (Eds.), Proceedings of the
instname:Universidad de los Andes
reponame:Repositorio Institucional Séneca
Autor
Perry, Patricia
Camargo, Leonor
Samper, Carmen
Sáenz-Ludlow, Adalira
Institución
Resumen
To interpret in detail the meaning-making in the classroom and the corresponding teacher semiotic mediation, we have resorted to Peirce¿s triadic sign theory, interpreted by Sáenz-Ludlow and Zellweger. We present an example of the use of a few elements of that theory in the analysis of a classroom episode in which meaning is constructed with the teacher¿s semiotic mediation.