Abstract
In an attempt to contribute to the discussion about the semantic potential of classroom space design in the teaching and learning of mathematics, this chapter reconstructs relationships and meanings from the use of space by teachers in two primary mathematical classes. Adopting a social semiotic perspective, our study reveals that semantic spatial configurations are functioning as the material forces, which are subject to and reflective of teacher’s pedagogical conceptions, and are actively involved in constructing students’ social experience in the specific teaching and learning environment.
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Gana, E., Stathopoulou, C., Chaviaris, P. (2015). Considering the Classroom Space: Towards a Multimodal Analysis of the Pedagogical Discourse. In: Gellert, U., GimĂ©nez RodrĂguez, J., Hahn, C., Kafoussi, S. (eds) Educational Paths to Mathematics. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-15410-7_14
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DOI: https://doi.org/10.1007/978-3-319-15410-7_14
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