Abstract
Semiotics is simply defined as the sign-using to represent a mathematical concept in a problem-solving. Semiotic reasoning of constructing concept is a process of drawing a conclusion based on object, representamen (sign), and interpretant. This paper aims to describe the phases of semiotic reasoning of elementary students in constructing the properties of a rectangle. The participants of the present qualitative study are three elementary students classified into three levels of Adversity Quotient (AQ): quitter/AQ low, champer/AQ medium, and climber/AQ high. The results show three participants identify object by observing objects around them. In creating sign stage, they made the same sign that was a rectangular image. However, in three last stages, namely interpret sign, find out properties of sign, and discover properties of a rectangle, they made different ways. The quitter found two characteristics of rectangular objects then derived it to be a rectangle’s properties. The champer found four characteristics of the objects then it was derived to be two properties of a rectangle. By contrast, Climber found six characteristics of the sign and derived all of these to be four properties of a rectangle. In addition, Climber could determine the properties of a rectangle correctly.
Highlights
Abstrak Semiotik didefinisikan sebagai penggunaan tanda untuk mewakili konsep matematika dalam menyelesaikan masalah
The reasoning related to symbols is called semiotic reasoning
Semiotics in mathematics is defined as the use of symbols to represent mathematical concepts in problem-solving (Radford, et al 2008; Ostler, 2011)
Summary
Abstrak Semiotik didefinisikan sebagai penggunaan tanda untuk mewakili konsep matematika dalam menyelesaikan masalah. Makalah ini bertujuan untuk menggambarkan tahap penalaran semiotik siswa sekolah dasar dalam membangun sifat-sifat persegi panjang. Dalam tiga tahap terakhir, yaitu menginterpretasikan tanda, menemukan sifat tanda, dan menemukan sifat persegi panjang, mereka membuat cara yang berbeda. Climber menemukan enam karakteristik dari tanda dan menjadikan semua ini sebagai empat sifat persegi panjang. Peirce (1931) offers an idea related to signs, the use of logic and metaphysics, and a more complete theoretical context for culture called social semiotics. Peirce classifies his theory into three aspects, namely sign, object and interpretant (Yang & Hsu, 2015; Metro-Roland, 2009; Presmeg, 2016). Deledalle (2013) states that the relationships between sign and its object can be classified into three categories: icons, index, and symbols. A metaphor refers to the icon representing their original semiotic nature and its certain semiotic properties in an unusual way (Uslucan, 2010)
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