[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588224-105":59,"doc-detail-588224-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","assessment-of-visuo-semiotic-skills-for-pre-service-teachers-in-coordinate-geometry","ASSESSMENT OF VISUO-SEMIOTIC SKILLS FOR PRE-SERVICE TEACHERS IN COORDINATE GEOMETRY","","Globally, visuo-semiotic models (VSMs) are increasingly required in mathematics teaching, yet research indicates limited visual cognition/literacy among teachers and weak capability in visual representation. This study explores how pre-service teachers conceptualize VSMs as a process for doing mathematics in coordinate geometry. Using a survey with qualitative data, open-ended coordinate-geometry test responses were analysed via Mnguni’s (2014) visualisation cognitive process. Results show PSTs operate at different visual literacy levels.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessment-of-visuo-semiotic-skills-for-pre-service-teachers-in-coordinate-geometry/588224/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessment-of-visuo-semiotic-skills-for-pre-service-teachers-in-coordinate-geometry/588224.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about pre-service teachers in coordinate geometry?","Question",{"text":112,"@type":113},"It examines pre-service teachers’ conceptions of visuo-semiotic models (VSMs) as a process for doing mathematics in coordinate geometry.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were visualisation skills analysed in the study?",{"text":117,"@type":113},"The study used a survey with qualitative data from geometry-module participants and analysed visualisation skills shown in test items using Mnguni’s (2014) cognitive process of visualisation.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study conclude about pre-service teachers’ visual literacy levels?",{"text":121,"@type":113},"Pre-service teachers operate at different levels of visual literacy, indicating the need for teacher education curricula to be designed to address missing skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588224,1792192764,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","ASSESSMENT OF VISUO-SEMIOTIC SKILLS FOR PRE-SERVICE TEACHERS IN COORDINATE GEOMETRY  \nChipo MAKAMURE, Zingiswa M. M. JOJO  \nAbstract: Globally, the use of visuo-semiotic models (VSMs) in the mathematics classroom is called for across levels and topics. Literature confirms that visual cognition/literacy in teachers is limited and that their capabilities in visual representation is low. The aim of this study was therefore to explore pre-service teachers’ (PSTs) conception of VSMs as a process in doing mathematics in the context of coordinate geometry. A survey with qualitative data was used to collect data from mathematics pre-service teachers taking the geometry module. The PSTs answered open ended questions that comprised coordinate geometry test items. Mnguni’s (2014) cognitive process of visualisation was used to analyse visualisation skills portrayed in the test. The study found that different pre-service teachers operate at different levels of visual literacy. The teacher education curriculum should therefore be systematically designed to cater for the skills lacking in the PSTs. It is also recommended that teacher training programmes sharpen their attention on bringing awareness of mathematical visual literacy among PSTs during training.  \nKeywords: Coordinate geometry, pre-service teachers, visualisation, visual literacy, visual models, Visuo-Semiotic Models.  \n1. Introduction  \nThe 21st century has seen an explosion in the development of a number of competencies in mathematics education (Arsad et al., 2011) . The 21st century competencies incorporates academic communication literacy (Spektor-Levy et al., 2008) and visual literacy (Bottomley et al., 2006). Visual literacy has become one of the most critical skills particularly for the topics that cannot be visualised with physical eyes but through the use of visual manipulatives/models (Mnguni, 2014) . According to Mnguni (2014), both learners and teachers need to develop these skills in order to work effectively. As part of this, visuo-semiotic models (VSMs) have become meaningful vehicles for learning science in general and that students have to develop visuo-semioticskills to enable them to learn effectively (Mnguni, 2014) . Similarly, other studies, for example, Larbi and Okyere (2010) and Liggett (2017) attested that, due to the abstract nature of mathematics, visuo-semiotic models are essential to develop conceptual understanding of key mathematics concepts. Visual literacy, as Lee and Lee (2019) postulate, stand in as placeholders of thought and windows into learners’ understanding of subject ideas.  \nTo add clarity to the ideas depicted above, some terminology included in the study need to be defined in short before they are elaborated in the subsequent sections. According to Allen (2017), semiotics is the study of signs and symbols, hence, it examines the association between symbols and their roles in how people create meanings. The definition suggests that semiotics is an investigation into how meaning is created and communicated through symbols. There are five semiotic systems that consist of linguistic, visual, audio, gestural and spatial. In this paper, the researcher focuses only on the visual aspects of the concept image. Visuo-semiotics is therefore a sub-domain of semiotics that analyses the way visual images communicate a message (Yi-Ching Su, 2014) . Visualisation is another term that is commonly used in the paper and is“based on the production of a semiotic representation of a concept…..”(Jones & Tzekaki, 2016) . According to Presmeg (1986), visualisation is a process of summoning up a mental image of something, that is, seeing something in the mind, which is facilitated by the use of VSMs. The cognitive process of visualisation covers the internalisation of visual models (IVM), conceptualisation of visual models (CVM) & the externalisation of visual models (EVM) (Mnguni, 2014) . The ability to use visuo-semiotic images to enhance  \nvisualisation skil","cbCaijsaljSN0CXY","https://ap.wps.com/l/cbCaijsaljSN0CXY","pdf",686562,18,"English","# 1. Introduction\n## Concept and terminology in visuo-semiotics\n## Visual literacy and visualisation processes\n## Teacher needs and limitations","[{\"question\":\"What does the study examine about pre-service teachers in coordinate geometry?\",\"answer\":\"It examines pre-service teachers’ conceptions of visuo-semiotic models (VSMs) as a process for doing mathematics in coordinate geometry.\"},{\"question\":\"How were visualisation skills analysed in the study?\",\"answer\":\"The study used a survey with qualitative data from geometry-module participants and analysed visualisation skills shown in test items using Mnguni’s (2014) cognitive process of visualisation.\"},{\"question\":\"What does the study conclude about pre-service teachers’ visual literacy levels?\",\"answer\":\"Pre-service teachers operate at different levels of visual literacy, indicating the need for teacher education curricula to be designed to address missing skills.\"}]","ASSESSMENT OF VISUO-SEMIOTIC SKILLS FOR PRE-SERVICE TEACHERS IN COORDINATE GEOMETRY | PDF",1792064784,45]