Emotions of Tenth Grade Students When Learning the Odd Function: A Cultural-Historical Semiotic Analysis

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Published Sep 17, 2017
Hanadi Naalweh Wajeeh Daher


The present study aims to analyze, based on the cultural historical semiotics theory of
Roth and Radford, the emotions of tenth grade students when learning the topic of the
odd function using GeoGebra. Using the cultural historical semiotics theory, we took as
emotions' indicators, not only students' verbal communication, but also the students' body
expression. In the present research, we analyzed the emotions of one group of three good
Grade 10 students (with average of at least 80% in mathematics). The students' learning
was videoed and interviews were held with each student after performing each activity.
The videoing and interview concentrated on the participating students' emotions and their
causes. The findings show that the subjects (participating students) demonstrated
alignment with the learning tool (the activity), as well as with the technological tool
(GeoGebra). The division of labor between the group's members, as well the
consideration of the rules of the tools, helped accomplish the object of the activity. This
resulted in positive emotions of the participating students.
In addition to the alignments during the performance of the activity, some contradictions
appeared. These contradictions were resolved with the help of the technological tools
and the help of the community (the teacher). This made the participating students'
emotions transform from negative emotions, when encountering a contradiction, to
positive emotions, when overcoming this contradiction. In addition, the participating
students' emotions moved in a path that started with anxiety and lack of confidence,
continued with motivation to regulate these negative emotions, and thus turned into
confidence, pleasure and satisfaction

How to Cite

Naalweh, H. ., & Daher, W. . (2017). Emotions of Tenth Grade Students When Learning the Odd Function: A Cultural-Historical Semiotic Analysis. Jami’a - Journal in Education and Social Sciences, 20(2), 175–208. Retrieved from https://ojs.qsm.ac.il/index.php/jamiaa/article/view/222


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