Extra-mathematical Connections Made by Prospective Elementary School Teachers when Designing Geometric Homework Assignments
DOI:
https://doi.org/10.35763/aiem25.6441Keywords:
Extra-mathematical connections, Teacher training, Geometry, Primary school, Ontosemiotic approachAbstract
We describe the extra-mathematical connections that emerge when a group of 250 prospective elementary school teachers are confronted with two professional tasks that deal with different geometric notions. The analysis considers the theory of extra-mathematical connections and the tool of the Ontosemiotic Approach (epistemic configurations) to evidence the emergence of generic metaphorical and interdisciplinary connections; the former referred to the constitution of a metaphor as a tool to access from an extra-mathematical idea to an intra-mathematical object; while the latter refers to the use of elements belonging to a particular discipline and therefore extra-mathematical, to understand an intra-mathematical object. The results and conclusions revolve around the evidence presented on the emergence of such connections. It contributes to the reflection on the theory of extra-mathematical connections, and it shows the potential of the design of school tasks in the training processes of Primary Education teachers.
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