1,721,249 research outputs found
Meaning of mathematical objects: a comparison between semiotic perspectives
No full textIn this paper we present a networking of semiotic perspectives to frame the issue of meaning of mathematical objects. We will connect Duval‘s structural approach and Radford‘s cultural semiotic approach to analyse students‘ difficulties with the meaning of mathematical objects when exposed to semiotic transformations
Oggetti matematici, rappresentazioni semiotiche e significato: il problema dei cambi di senso
No full textIn this article we develop two themes that have characterized recent research in Mathematics Education. On the one hand we face the issue of meaning of mathematical objects as regards their semiotic representations and furthermore as regards semiotic transformations. On the other hand we discuss the epistemological statute of Mathematics Education as a scientific field, its internal coherence and its role in providing school institutions with effective instructional design. The article is a “dialogue” between a specific didactical problem – the change of meaning of mathematical objects due to semiotic transformations – and the intrinsic need of Mathematics Education to connect different theoretical perspectives (networking theories) to find its internal unity and coherence. On the one hand the understanding and interpretation of the changes of meaning requires the networking of different theories, on the other hand the issue of changes of meaning opens the way to a meta-theoretical reflection on Mathematics Education and the possible connecting strategies
Duval, R. (2017). Understanding the Mathematical Way of Thinking. The Registers of Semiotic Representations. Springer International Publishing
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Objectification and semiotic function
No full textTheobjectiveofthispaperistostudystudents’difficultieswhentheyhavetoascribe the same meaning to different representations of the same mathematical object. We address two theoretical tools that are at the core of Radford’s cultural semiotic and Godino’s onto-semiotic approaches: objectification and the semiotic function. The analysis of a teaching experiment involving high school students working on the tangent, shows how students’ difficulties in ascribing sense to different representations of a common mathematical object can be traced back to the kind of objectification processes and semiotic functions they are able to establish
D’Amore B., Sbaragli S. (2018). La matematica e la sua storia. Dagli ultimi bagliori della Grecia antica alla fine del Medioevo. Bari: Edizioni Dedalo
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Recensione del libro: Fandiño Pinilla, M. I. (2020). Diversi aspetti che definiscono l’apprendimento e la valutazione in matematica. Pitagora. Didattica della matematica. Didattica della Matematica. Dalla ricerca alle attività d’aula
No full textDiversi aspetti che definiscono l’apprendimento e la valutazione in matematica. (Prefazione di Giorgio Bolondi)
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