The Semiotics of Grade 8 Student's Learning of the Triangle in Multimodal Environment of Signs and Tools (A qualitative Study)

This study aimed to analyze the semiotics processes for eighth grade students, when they learn the triangle subject. We do that, using two semiotic models developed by the Italian researcher Ferdinando Arzarello. The two models are the semiotic bundle, and the space of action, production and communication. (APC_space). The researcher selected the research participants from eighth grade students in private schools belonging to Nablus city Directorate of Education, where the participants marks were 80 or more. The participants were divided into four groups (one male group, and one female group). The researcher taught both of the groups the triangle topic that was prepared in advance, taking into account that it should appropriate for Geogebra use. The researcher observed and followed up student’s use of symbols, gestures and signals: physical / manual and verbal, and the different types of symbols used during learning processes. The researcher documented the particpants’ work using video and audio (Audio - Video) . The researcher then coded all video observations, and then analyze the coded data using the mentioned two semiotic models This study answered the following main question: What are eighth grade students’ learning processes in the triangle topic, when learning using Geogebra? More specifically the study answered the following two questions: (1) what are the semiotics bundles that eighth grade students get involved with when they learn trigonometry subject using Geogebra? (2) What are the spaces action, production and communication, which eighth students get involved with when they learn the triangle topic, using Geogebra? The results showed that the students used different types of processes, including cognitive processes, meta-cognitive processes, behavioral processes and meta-behavioral processes .They also produced different types of productions, including cognitive productions, meta-cognitive productions. The students performed those processes and productions by means of verbal and () communication. Furthermore, they used geometric, dynamic and written registers. Based on the results obtained from the research, the researcher recommends to use Geogebra in teaching students math, where Geogebra enabled students to prepare mathematical settings and explore new mathematical settings.