This paper stems from the ReMath European project that focuses on the role of representations in dynamic digital artefacts (DDAs), and on the role of theoretical frameworks with respect to their use in educational contexts. Framed within the Theory of Semiotic Mediation, the paper presents some results concerning how the potentialities of the Aplusix DDA, and in particular of the feedback component, can be exploited by the teacher in relation with the notion of equivalence between algebraic expressions. Through a semiotic analysis of excerpts from a classroom discussion, evidence of the semiotic process triggered by the teacher’s interventions is provided.

Exploiting the feedback of the Aplusix CAS to mediate the equivalence between algebraic expressions

SABENA, Cristina;
2009-01-01

Abstract

This paper stems from the ReMath European project that focuses on the role of representations in dynamic digital artefacts (DDAs), and on the role of theoretical frameworks with respect to their use in educational contexts. Framed within the Theory of Semiotic Mediation, the paper presents some results concerning how the potentialities of the Aplusix DDA, and in particular of the feedback component, can be exploited by the teacher in relation with the notion of equivalence between algebraic expressions. Through a semiotic analysis of excerpts from a classroom discussion, evidence of the semiotic process triggered by the teacher’s interventions is provided.
2009
PME 33. In Search for Theories in Mathematics Education
Thessaloniki, Grecia
19-23 luglio 2009
Proceedings of the 33th Conference of the International Group for the Psychology of Mathematics Education - in Search for Theories in Mathematics Education
PME
4
65
72
9789602436554
algebra; mathematics education; semiotic mediation
Maffei, L.; Sabena, Cristina; Mariotti, M. A.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/67496
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