Analysing mathematical activity through two theoretical tools
registers of semiotic representation and onto-semiotic configuration
DOI:
https://doi.org/10.35763/aiem.v0i10.144Keywords:
Prácticas matemáticas, registros de representación, configuración ontosemiótica, análisis cognitivo y epistémico, articulación de teoríasAbstract
To understand the difficulties and conflicts of learning is necessary to analyse the mathematical tasks and the various ways of addressing them by students. This analysis provides information about the design of the tasks and the management of knowledge in the classroom, being necessary to apply specific theoretical tools for its realisation. In this paper, we analyse a task that requires the formulation of a conjecture and its proof using figural and algebraic representations, and applying two different theoretical tools: the notions of semiotic representation register and onto-semiotic configuration. The results reveal some complementarities that allowed us to show the potential utility of the epistemic and cognitive analysis carried out. The aim is to show the potential synergy between these tools and the possibility to progress in the articulation of the corresponding theoretical frameworks.
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