This study broadens the notion of Interpretative Knowledge (IK) into Semiotic Interpretative Knowledge (SIK) by considering the role of semiotic systems in mathematical thinking and learning. We analyse the relationship between SIK and feedback structured in four categories according to the semiotic functions involved. Based on quantitative and qualitative data we scrutinize the SIK and feedback deployed by prospective primary school teachers. Although connected with teachers’ mathematical knowledge, SIK is a specialized knowledge that requires specific training.

FROM INTERPRETATIVE KNOWLEDGE TO SEMIOTIC INTERPRETATIVE KNOWLEDGE IN PROSPECTIVE TEACHERS’ FEEDBACK TO STUDENTS’ SOLUTIONS

santi, george
Membro del Collaboration Group
2023-01-01

Abstract

This study broadens the notion of Interpretative Knowledge (IK) into Semiotic Interpretative Knowledge (SIK) by considering the role of semiotic systems in mathematical thinking and learning. We analyse the relationship between SIK and feedback structured in four categories according to the semiotic functions involved. Based on quantitative and qualitative data we scrutinize the SIK and feedback deployed by prospective primary school teachers. Although connected with teachers’ mathematical knowledge, SIK is a specialized knowledge that requires specific training.
2023
978-965-93112-2-4
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11571/1517076
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