Kindergartners’ Use of Symbols in the Semiotic Representation of 3-Dimensional Changes

  1. Clara Jiménez-Gestal 1
  2. Ainhoa Berciano 2
  3. María Salgado 3
  1. 1 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

  2. 2 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  3. 3 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Revista:
International Electronic Journal of Mathematics Education

ISSN: 1306-3030

Año de publicación: 2017

Volumen: 12

Número: 3

Páginas: 311-331

Tipo: Artículo

Otras publicaciones en: International Electronic Journal of Mathematics Education

Repositorio institucional: lock_openAcceso abierto Editor

Resumen

Orientationskill’s development is one of the topics studied in Mathematics Education because of its difficulty. In this article, we are concerned about the orientation skill of five-year-old children. For this end, we show a case study and a preliminary quantitativestudy of the symbolization used by children to depict graphically 3-dimensional changes in a plane. For this purpose, we have designed an activity based on Realistic Mathematics Education, where the children should find a treasure at the Childhood Education School and represent the itinerary between the classroom and the treasure in a map. We have also measured their spatial abilities through a specific test. The results show that, in one way or another, all the children understand the notion of 3-dimensionality and the changes in verticality, which they depict with specific symbols on the corresponding map. In any event, the semiotic representation depends on the orientation skill of the children. Thus, the types of symbols use vary with their orientation skills.