Teacher semiotic mediation and student meaning-making: A Peircean perspective

Resumen

To interpret in detail the meaning-making in the classroom and the corresponding teacher semiotic mediation, we have resorted to Peirce’s triadic sign theory, interpreted by Sáenz-Ludlow and Zellweger. We present an example of the use of a few elements of that theory in the analysis of a classroom episode in which meaning is constructed with the teacher’s semiotic mediation.