Share This Article:

Development of a Child’s Semiotic Activity with the Help of Psychological Tools: A Vygotsky’s Cultural-Historical Perspective

Abstract Full-Text HTML Download Download as PDF (Size:130KB) PP. 424-427
DOI: 10.4236/psych.2012.35060    3,701 Downloads   6,563 Views   Citations

ABSTRACT

This research aims to interpret Vygotsky’s theory in development of a child’s semiotic activity in first grade mathematics classroom taught by open approach. This study focuses on investigate how first grade students construct signs and symbols in solving addition problems with the help of psychological tools in a mathematics classroom taught by open approach. The research was carried out in one first grade mathematics classroom including 32 students aged 6 - 7 years old and an internship student who was classroom teacher. Ethnographic methods were employed for collecting and analyzing data through classroom observation with audio-video tape recordings on 17 consecutive lessons on addition, students’ written works, field note taking and interviewing the classroom teacher. The result showed that the learning and instructional materials and drawing schematic diagrams and students’ language use are psychological tools that play a crucial role in development of first grade students ‘semiotic activity in solving addition problems. Students used units blocks and base ten blocks to operate addition with two numbers by decomposing and making ten strategies. Then, students drew schematic diagrams as symbol with their words to represent how to add two numbers corresponds to the meaning and the strategies they used.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Saengpun, J. & Inprasitha, M. (2012). Development of a Child’s Semiotic Activity with the Help of Psychological Tools: A Vygotsky’s Cultural-Historical Perspective. Psychology, 3, 424-427. doi: 10.4236/psych.2012.35060.

References

[1] Inprasitha, M. (2010). One feature of adaptive lesson study in Thailand —Designing learning unit. Proceedings of the 45th Korean National Meeting of Mathematics Education, Dongkook University, Gyeongju. 193-206.
[2] Kinard, J.T. & Kozulin, A. (2008). Rigorous mathematical thinking: Conceptual formation in the mathematics classroom. New York: Cambridge University Press.
[3] Kozulin, A. (1998). Psychological tools: A sociocultural approach to education. Cambridge: Harvard University Press.
[4] Van der Veer, R. & Valsiner, J. (1991). Understanding Vygotsky: A quest for synthesis. Cambridge, MA: Blackwell.
[5] van Oers, B. (2000). The appropriation of mathematical symbols: A psychosemiotic approach to mathematics learning. In P. Cobb, E. Yackel, & K. McClain (eds.), Symbolizing and communicating in mathematics classrooms (pp. 133-176). Mahwah: Erlbaum.
[6] van Oers, B. (2010). Emergent mathematical thinking in the context of play. Educational Studies in Mathematics, 74, 23-37. doi:10.1007/s10649-009-9225-x
[7] van Oers, B. & Poland, M. (2007). Schematising activities as a means for young children to think abstractly. Mathematics Education Research Journal, 19, 10-22. doi:10.1007/BF03217453
[8] Vygotsky, L.S. (1929). The problem of the cultural development of the child. The Pedagogical Seminary and Journal of genetic psychology, 36, 415-434.
[9] Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
[10] Yohida, K. (2006). Developments of child’s fraction concepts with the help of psychological tools: A Vygotsky’s cultural-historical perspective. Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, 5, 449-456.
[11] Yoshida, M. (1999). Lesson study: A case study of a Japanese approach to improving instruction through school-based teacher development. Ph.D. Dissertation, The University of Chicago, Illinois, Chicago.

  
comments powered by Disqus

Copyright © 2019 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.