Spatial-Semiotic Analysis of an Eighth Grade Student’s Use of 3D Modelling Software

  • Candas Uygan
  • Melih TurgutEmail author
Part of the Mathematics Education in the Digital Era book series (MEDE, volume 13)


The aim of this paper is to analyse the emergence of spatial-semiotic resources attached to an eighth-grade student’s use of 3D modelling software while solving certain spatial tasks. The data come from a task-based interview and is analysed within a spatial-semiotic lens, including different kinds of resources, not only based on the discourse but also based on extra-linguistic expressions such as sketches and gestures. The results of the study show that generally the student’s reasoning steps explore a viewpoint for adding or removing cubes by use of the ‘orbit’ and ‘select’ tools, using ready-made mental images derived from completed steps, linking 2D and 3D representations through spatial visualisation and spatial orientation, and the emergence of spatial vocabulary including strategies and generalizations.


Spatial thinking Spatial-semiotic lens 3D modelling software Multimodal paradigm 



The authors would like to thank the Scientific and Technological Research Council of Turkey (TUBITAK) for their financial support during M.Sc. and Ph.D. studies. Special thanks go to the anonymous reviewers and Editors for their careful readings of the paper and making constructive suggestions that improved the presentation of the paper.


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Faculty of EducationEskisehir Osmangazi UniversityEskisehirTurkey

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