Examining the teaching and learning processes of algebra in secondary school level from the viewpoint of semiotics

It can be thought that examining, analyzing, and uncovering messages that are not open in communication will provide a different perspective on the teaching process in mathematics teaching. In this context, the purpose of this research is to examine the types and purposes of use of verbal and non-verbal signs used in the teaching and learning processes of algebra by mathematics teacher and middle school students in Düzce province through semiotic method. Participants of this case study are 25 students studying at the eighth grade and mathematics teachers of these students. The data of the research were obtained through video recordings for the classroom teaching process and clinical interviews, and student materials. Research findings reveal that mathematics teacher uses different types of signs in terms of speaking, writing, body language and paralinguistics. Especially, the teacher often uses gestures, nod movements, eye contact and facial expressions as parts of body language. Various gestures have been put out for the terms of algebraic expressions, identity and factorizing. Additionally, mathematics teacher simultaneously uses verbal/vocal, verbal/non-vocal, non-verbal/vocal and non-verbal/non-vocal communication signs for various purposes. In the teaching process, verbal/vocal communication signs originating from the spoken language and non-verbal/non-vocal communication signs created by body movements and drawings are used more frequently than the other two categories.