The discourse of a teacher as a means to foster the objectification of a vector quantity: The case of a novice teacher

This article presents the analysis of the discourse of a novice teacher when he tries to clarify what the sign of a vector quantity is. The elements considered for the analysis are language (speech and gesturing) and reference system concept as mediators within the process of meaning-making. Our analysis shows the novice teacher has difficulties promoting the understanding of the (negative) sign of a vector quantity and its relationship with the convention used to solve problems of motion of objects. The results shown here are part of a wider ongoing research concerning discourse analysis and teaching practice in grade 11 of two teachers with different profiles, expert and novice, from the theoretical approach of semiotics-the theory of objectification.