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

Title

جامعة

Publisher

أكاديمية القاسمي

Publisher Country

Palestine

Publication Type

Both (Printed and Online)

Volume

20

Year

2017

Pages

175-208