• Research in Mathematical Education
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• v.23 no.3
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• pp.165-179
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• 2020

In this article, the author's intent is to begin a conversation centered on the question: How was the integration of digital technology into elementary mathematics classrooms framed? In the first part of the discussion, the author provides a historical perspective of the development of theoretical perspectives of the integration of digital technology in learning mathematics. Then, the author describes three theoretical perspectives of the role of digital technology in mathematics education: microworlds, instrumental genesis, and semiotic mediation. Last, based on three different theoretical perspectives, the author concludes the article by asking the reader to think differently.

• The Mathematical Education
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• v.60 no.1
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• pp.1-19
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• 2021

This study investigates students' conceptions of fractions from a measurement approach while providing a technological environment designed to support students' understanding of the relationships between quantities and adjustable units. 13 third-graders participated in this study and they were involved in a series of measurement tasks through task-based interviews. The tasks were devised to investigate the relationship between units and quantity through manipulations. Screencasting videos were collected including verbal explanations and manipulations. Drawing upon the theory of semiotic mediation, students' constructed concepts during interviews were coded as mathematical words and visual mediators to identify conceptual profiles using a fine-grained analysis. Two students changed their strategies to solve the tasks were selected as a representative case of the two profiles: from guessing to recursive partitioning; from using random units to making a relation to the given unit. Dragging mathematical objects plays a critical role to mediate and formulate fraction understandings such as unitizing and partitioning. In addition, static and dynamic representations influence the development of unit concepts in measurement situations. The findings will contribute to the field's understanding of how students come to understand the concept of fraction as measure and the role of technology, which result in a theory-driven, empirically-tested set of tasks that can be used to introduce fractions as an alternative way.

• Education of Primary School Mathematics
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• v.3 no.2
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• pp.89-101
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• 1999

The reform movements of current mathematics education have based on several major ideas, in order to provide a new vision of the teaching and loaming of mathematics. Of the ideas, the motto of communication of mathematics appears to be a significant factor to change teaching practices in mathematics classroom. Through Vygotsky's sociocultural theory, the psychological background is presented for both supporting the motto and extracting important suggestions of the reform of mathematics education. The development of higher mental functions is explained by internalization, semiotic mediation, and the zone of proximal development. Above all, emphasis is put on the concepts of scaffolding and inter subjectivity related to the zone of proximal development. Seven implications are proposed by Vygotsky's sociocultural theory for the new forms of the teaching and learning of mathematics.

• Korean journal of communication and information
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• v.46
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• pp.245-279
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• 2009

UCC, an abbreviation for User Created Contents, is not only a symbol of desire but also a product of creativity that a producer contains his or her subjective disposition. More and more UCC tend to have significantly increased in Web 2.0 environment. However, the research on the contents as a creative product has rarely been processed. It may be fairly said that this results in the indifference of researchers in the special field like the political contents since UCC is usually produced by amateurs. Producers' various desire is unlikely revealed, which leads to the flow of users into open media such as the Internet. It could also be available to represent the property, of plural visual language signs in a field. Moreover, UCC has the attribute of re-mediation in effective communication, so the differences between the semiotic properties in the Internet contents could be a significant material for researches. This could contribute to establish a theoretical system for the visual communication. Therefore, this study aims to analyse the signification of the political video UCC, . To develop this analysis, I apply Greimas' Generative Trajectory of Signification Theory to the text, or the UCC. He classifies it as three structures: deep structure, superficial structure, and discourse structure. As a result, the text shows meaningful contents delivering core political messages. In addition, this approach could exam that 'Obama Syndrome' in American recent presidential campaigns is caused by web 2.0 based on Internet campaigns including video UCC.

• 기호학연구
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• no.54
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• pp.205-224
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• 2018

This research is to investigate the way to combine Peirce's typology of signs with architectural design. A new diagram is suggested to ensure the continuity of Peirce's typology, by rearranging and reconstructing the well known inverted triangle diagram showing the structure of the typology. The new diagram is easier to understand the organization of the typology, by showing the linkages between sign types and their relationships with other types. A way to adapt the new diagram to architectural design for the purpose of representing typology as well as ensuring model growth as semiotic model for architectural design model. The new model is organized of three sign clusters, sinsign cluster, legisign cluster, and symbolic cluster. They are interrelated through successive inclusion and case inclustion. The new model is organized of threefold layers. The first layer is internal structure of each cluster. The second is interrelation between cluster. The third is mediation of symbolic cluster between sinsign cluster and legisign cluster. This paper investigate and demonstrate the possibility of adaptation of the new model in architectural design. It has been argued that the theoretical basis of sign typology is adaptable to architectural design by principle. More future research issues are discussed.

• Journal of the Korean earth science society
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• v.30 no.1
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• pp.127-140
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• 2009

The purpose of this study was to explore the characteristics of children's interactive learning focusing on the Vygotsky's ZPD (the zone of proximal development) in a natural history museum as a representative free-choice learning context. We focused on the understanding of peer dyadic discourses and data were collected from 13 peer groups of children (3rd and 4th graders) who were videotaped all conversations occurred as they visited around the exhibits with no predetermined path. The transcribed data were analyzed by the developmental level of ZPD system and the discourse within an ADL (an actual developmental level) was overwhelmingly common in the conversations between child-child dyads. The representative discourse by discourse types were parsed according to three constructs of ZPD. Children formed the intersubjectivity through semiotic mediation such as conversations and exhibits and ended up with the similar situation definition. In conclusion, the details of discourses of the most impressive dyad were looked into focusing on the scientific concept. The study implies that a natural history museum becomes a meaningful resource to offer a deeper understanding of the nature of children's learning as an informal learning setting.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.832-847
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• 2007

The purpose of the study was to analyze and interpret parent-child dyadic discourses in depth with emphases on the ZPD system in a museum, an informal learning setting. Second graders and their parents from Seoul and its environs were voluntarily participated in the study. Data were collected from the museum documents, the photos of exhibits, and the video recordings of dyadic discourses at and between exhibits. The documents and the photos were analyzed to investigate what the topics, medium and goals of the exhibits were. The video recordings were all transcribed and analyzed to understand what and how they talked to each other through the lens of the ZPD system; situation definition, intersubjectivity, and semiotic mediation, The results of the study consisted of two parts. First, it showed that parent-child dyadic discourses were categorized in four: (1) within the actual developmental level; (2) in the zone of proximal development; (3) toward the potential developmental level; and (4) out of developmental level. The most common categories were the dyadic discourses within the actual developmental level and in the zone of proxima I development. Second, the representative cases in each categories were described and interpreted to understand the nature of parent-child dyadic discourses. It can be concluded that we gained some important understandings of an intrinsic attribute of parent-child discourses in a museum, an informal learning setting. Based on the results of the study, it can be suggested that museums make efforts to cultivate the affordance of exhibit environment to promote visitor's learning.