The development of a semiotic framework to analyze teaching and learning processes: Examples in pre- and post-algebraic contexts

This paper describes a Peircean-inspired semiotic framework for the analysis of mathematics teaching and learning processes. The framework is centred on the notion of “semiotic bundle”, which has already been presented and discussed at the international level (e.g., Arzarello, Paola, Robutti, & Sabena 2009; Arzarello, Ferrara, & Robutti 2011). In this special issue, we opted for an “historical” presentation, highlighting connections with and differences from the cognitive and didactic studies from which the notion came. The framework is briefly illustrated by two examples from pre- and post-algebraic contexts. This choice reflects the openness of SFIDA in recent years with respect to its original strictly algebraic orientation.