{"id":1775,"date":"2017-03-31T04:25:05","date_gmt":"2017-03-31T04:25:05","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1775"},"modified":"2017-04-06T18:25:17","modified_gmt":"2017-04-06T18:25:17","slug":"samper-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/03\/31\/samper-en\/","title":{"rendered":"Types of Teacher Messages During the Production of a Geometry Proof"},"content":{"rendered":"<p><a href=\"mailto:csamper@pedagogica.edu.co\">Carmen Samper<\/a><br \/>\n<a href=\"mailto:tplazas@pedagogica.edu.co\">Tania Plazas<\/a><\/p>\n<p><strong>Abstract:<\/strong> In a pre-service Euclidean plane geometry course, the teacher tries to<br \/>\nencourage student participation in the collective production of proofs. During<br \/>\nhis interaction with them, he delivers different types of messages. In this article,<br \/>\nwe present a characterization of teacher messages, which arose while analyzing,<br \/>\nfrom a semiotic perspective, teacher and student interactions within the class.<br \/>\nInitially, we present the theory that underlies the semiotic analysis of the dialogues;<br \/>\nthen we discuss in detail the proposed typology. We then describe the<br \/>\ncontext and methodology of the study. As an example of the use of the characterization,<br \/>\nwe analyze the teacher\u2019s messages during a real class situation.<\/p>\n<p><strong>Keywords:<\/strong> Semiotic activity, proof, teacher\u2019s messages, meaning making.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Vol29\/1\/Samper.pdf\"><img loading=\"lazy\" class=\"size-full wp-image-81 alignright\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"\" width=\"200\" height=\"72\" \/><\/a><span class=\"\" lang=\"ES-TRAD\">DOI: 10.24844\/EM2901.02<\/span><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c  no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Carmen Samper Tania Plazas Abstract: In a pre-service Euclidean plane geometry course, the teacher tries to encourage student participation in the collective production of proofs. During his interaction with them, he delivers different types of messages. In this article, we present a characterization of teacher messages, which arose while analyzing,\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/03\/31\/samper-en\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[569],"tags":[571,573,436,572],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1775"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1775"}],"version-history":[{"count":2,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1775\/revisions"}],"predecessor-version":[{"id":1789,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1775\/revisions\/1789"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1775"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1775"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1775"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}