H.G. Steiner, introducing a Miniconference in Adelaide claimed that “[the development of Theory of Mathematics Education] can only be done successfully if it proceeds at a very general level and at the same time in very concrete examples [...], if it is aware of and contributes to the elaboration of the inherent complementarities and related types of activities; if it is aiming for a simultaneous development of the "practical sense" and of "meta-knowledge" observing their fundamental interrelation" (1984, p. 28). A few lines above activity theory, based on Vygotsky's heritage, had been mentioned, as the 'only’ theory where the epistemological need for complementarity could be productively developed and applied. In my research I have focused for years on the theoretical construction of semiotic mediation; the additional sophistication needed to productively apply it to the processes in the mathematics classroom, has been developed in a dialectical way together with the design and implementation of classroom experiments. In this paper I shall briefly present some fragments from one of these experiments.
Semiotic mediation: fragments from a classroom experiment on the coordination of spatial perspectives / Bartolini, Maria Giuseppina. - In: ZDM. - ISSN 1863-9690. - STAMPA. - 39:(2007), pp. 63-71. [10.1007/s11858-006-0007-y]
Semiotic mediation: fragments from a classroom experiment on the coordination of spatial perspectives
BARTOLINI, Maria Giuseppina
2007
Abstract
H.G. Steiner, introducing a Miniconference in Adelaide claimed that “[the development of Theory of Mathematics Education] can only be done successfully if it proceeds at a very general level and at the same time in very concrete examples [...], if it is aware of and contributes to the elaboration of the inherent complementarities and related types of activities; if it is aiming for a simultaneous development of the "practical sense" and of "meta-knowledge" observing their fundamental interrelation" (1984, p. 28). A few lines above activity theory, based on Vygotsky's heritage, had been mentioned, as the 'only’ theory where the epistemological need for complementarity could be productively developed and applied. In my research I have focused for years on the theoretical construction of semiotic mediation; the additional sophistication needed to productively apply it to the processes in the mathematics classroom, has been developed in a dialectical way together with the design and implementation of classroom experiments. In this paper I shall briefly present some fragments from one of these experiments.Pubblicazioni consigliate
I metadati presenti in IRIS UNIMORE sono rilasciati con licenza Creative Commons CC0 1.0 Universal, mentre i file delle pubblicazioni sono rilasciati con licenza Attribuzione 4.0 Internazionale (CC BY 4.0), salvo diversa indicazione.
In caso di violazione di copyright, contattare Supporto Iris