Analysing mathematical activity through two theoretical tools

registers of semiotic representation and onto-semiotic configuration

Authors

  • Juan D. Godino Universidad de Granada
  • Miguel R. Wilhelmi Universidad Pública de Navarra
  • Teresa F. Blanco Universidad de Santiago de Compostela
  • Ángel Contreras Universidad de Jaén
  • Belén Giacomone Universidad de Granada

DOI:

https://doi.org/10.35763/aiem.v0i10.144

Keywords:

Prácticas matemáticas, registros de representación, configuración ontosemiótica, análisis cognitivo y epistémico, articulación de teorías

Abstract

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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Author Biography

Juan D. Godino, Universidad de Granada

Catedrático de Didáctica de la Matemática

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Published

2016-11-05

How to Cite

Godino, J. D., Wilhelmi, M. R., Blanco, T. F., Contreras, Ángel, & Giacomone, B. (2016). Analysing mathematical activity through two theoretical tools: registers of semiotic representation and onto-semiotic configuration. Advances of Research in Mathematics Education, (10), 91–110. https://doi.org/10.35763/aiem.v0i10.144

Issue

No. 10 (2016)

Section

Artículos

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