abstract. This paper stems from the ReMath European project1 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.
Maffei, L., Sabena, C., Mariotti, M.A. (2009). Exploiting the feedback of the aplusix cas to mediate the equivalence between algebraic expressions. In Proceedings of the 33rd International Conference for the Psychology of Mathematics (pp.65-72). THESSALONINKI, GREECE.
Exploiting the feedback of the aplusix cas to mediate the equivalence between algebraic expressions
MARIOTTI, MARIA ALESSANDRA
2009-01-01
Abstract
abstract. This paper stems from the ReMath European project1 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.
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https://hdl.handle.net/11365/43045
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