Exploring Semiotic Conflicts in Integrated Math-CS Lessons with Coding Toys

• In Event: Discourse, Semiosis, and Justice from Early Childhood to Adolescence

Abstract

This study investigates how second graders build connections between abstract mathematical concepts and concrete actions using tangible robots for multiplicative reasoning. Drawing on the Onto-Semiotic Approach. we analyzed video data from three integrated math-CS lessons to identify semiotic conflicts, and the resources used to resolve it. We focused on three types of cognitive conflicts: conceptual, representational, and argumentative. Findings show that conflicts decreased over time and were often mediated through peer collaboration, teacher intervention and feedback from the robots’ actions. These results highlight the importance of feedback from the robot and the teachers gestures in mediating the cognitive conflicts that emerged. This paper provides insight into how students can build connections between abstracts mathematical ideas, computational codes, and concrete actions.

Authors

• Asmaa Yazidi Alaoui, Utah State University

• Jessica Lajos, Utah State University

• Jody E. Clarke-Midura, Utah State University

• Anahita Ashineh, Utah State University

• Deborah Silvis, SUNY - College at Cortland

• Camille Lund, Utah State University

• Jessica F. Shumway, Utah State University

• Boram Lee, Utah State University