Semiotic potential of inquiring-game activities

We integrate the Theory of Semiotic Mediation with a phenomenological perspective to analyse the semiotic potential of GeoGebra when inquiring-game activities are implemented. These activities aim at developing a theoretical approach towards geometry in secondary school students, starting from game situations. An inquiry-game activity based on a property of isosceles triangle is presented and experimental data from a grade 9 classroom are analysed. Results show how the inquiring-game activity contributes to the production of artefact signs that can evolve into mathematical meanings, and of different layers of meaning developed within the contexts evoked by these signs.