Visual-spatial Ability in STEM Education pp 173-194 | Cite as

# A Spatial-Semiotic Framework in the Context of Information and Communication Technologies (ICTs)

## Abstract

This chapter is devoted to the spatial thinking process in ICTs from a semiotic perspective. Initially, I review particular research (limited to geometry and mathematics education) in order to analyze and elaborate subjects’ ways of spatial thinking, while they are using 3D modeling software. Thereafter, certain analyses are conducted through the perspective of learning (2D and 3D) geometry, visualization and spatial thinking frameworks, semiotics and multimodal paradigm perspectives in order to provide underpinning for a *spatial*—*semiotic framework* in the context of 3D modeling software. Thereafter, I look at two case studies on the use of 3D modeling software (in particular, SketchUp®) to evaluate the proposed framework. The data is analyzed through a *semiotic lens*, including different kinds of resources, not only for words, but also extra-linguistic modes of expressions and inscriptions (drawings or sketches) to relate *attached signs* in the use of software for the process of spatial thinking. Finally, I discuss the results to ameliorate the proposed framework.

## Keywords

Spatial thinking ICT Visualization Learning geometry Multimodal paradigm## Notes

### Acknowledgements

This chapter was created whilst I was affiliated with the Freudenthal Institute, Utrecht University, in the Netherlands, for a postdoctoral research project. I would like to thank my supervisor prof. dr. P.H.M. (Paul) Drijvers for his great contributions to my researches and Freudenthal Institute for their kind hospitality, and the Scientific and Technological Research Council of Turkey (TUBITAK) for their financial support under the 2219—International Postdoctoral Research Fellowship Programme (grant no 1059B191401098). I also would like to thank my wife Çiğdem and our young son Ege for their patience during the preparation of this chapter.

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