The investigation of interpretation shift among elementary students in semiotic reasoning for constructing a concept in math

Abstract

Semiotic reasoning believed as a model of learning leads students to be able to have multiple interpretations of a certain object or sign. This study aimed to describe the shift in the interpretation of fourth-grade elementary school students in semiotic reasoning in constructing rectangular concepts. The procedure of this research was exploratory descriptive. The subjects in this study were three fourth-grade students in private elementary schools in Jember who performed semiotic reasoning and experienced a shift in interpretation. This shift in the interpretation occurred at the stage of identifying objects. When working individually, the subjects considered that folded paper was rectangular. After discussing in a group, the interpretation of the subject shifted. The subjects found that the folded paper was not rectangular. This shift in the interpretation also occurred at the sign-making stage. Images made by the subject were rectangular. Therefore, the subject made a rectangular image according to the object that has been identified. When working individually, the subject was not able to identify the characteristics of rectangular objects carefully. Therefore, the characteristics of rectangular-shaped objects were found inappropriate. After discussing it with friends in the group, the subject's interpretation underwent a shift. The interpretation shifts were in object identification, making signs and making meanings. The shift that occurred at the stage of making meaning resulted in a change in the students' interpretation of in-setting concepts.