This work aims at laying the base of a model for studying how the mathematical learning process triggered by the use of an artifact in the classroom can be affected by the use, even in different moments and for different purposes, of another artifact by the same students. Taking a Peircean framework, we define semiotic interference as an enchaining of signs emerging from the contexts of use of different artifacts, referring one to the other. We test our tentative definition on two examples; one is taken from the literature while the other one taken by original data. Finally, we discuss the potential operativeness of this definition in the data analysis and its generative potential in terms of new research problems and questions.
Multiple artifacts in the mathematics class: a tentative definition of semiotic interference.
maffia, andrea
;maracci, mirko
2019-01-01
Abstract
This work aims at laying the base of a model for studying how the mathematical learning process triggered by the use of an artifact in the classroom can be affected by the use, even in different moments and for different purposes, of another artifact by the same students. Taking a Peircean framework, we define semiotic interference as an enchaining of signs emerging from the contexts of use of different artifacts, referring one to the other. We test our tentative definition on two examples; one is taken from the literature while the other one taken by original data. Finally, we discuss the potential operativeness of this definition in the data analysis and its generative potential in terms of new research problems and questions.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
