The ostensive dimension through the lenses of two didactic approaches

Ferdinando Arzarello; Marianna Bosch; Josep Gascón; Cristina Sabena

doi:https://doi.org/10.1007/s11858-008-0084-1

The ostensive dimension through the lenses of two didactic approaches

Ferdinando Arzarello, Marianna Bosch, Josep Gascón, Cristina Sabena

Department of Teaching of Mathematics and Experimental Sciences

Research output: Contribution to journal › Article › Research › peer-review

15 Citations (Scopus)

Abstract

The paper presents how two different theories- the APC-space and the ATD-can frame in a complementary way the semiotic (or ostensive) dimension of mathematical activity in the way they approach teaching and learning phenomena. The two perspectives coincide in the same subject: the importance given to ostensive objects (gestures, discourses, written symbols, etc.) not only as signs but also as essential tools of mathematical practices. On the one hand, APC-space starts from a general semiotic analysis in terms of "semiotic bundles" that is to be integrated into a more specific epistemological analysis of mathematical activity. On the other hand, ATD proposes a general model of mathematical knowledge and practice in terms of "praxeologies" that has to include a more specific analysis of the role of ostensive objects in the development of mathematical activities in the classroom. The articulation of both theoretical perspectives is proposed as a contribution to the development of suitable frames for Networking Theories in mathematics education. © FIZ Karlsruhe 2008.

Original language	English
Pages (from-to)	179-188
Journal	ZDM - International Journal on Mathematics Education
Volume	40
DOIs	https://doi.org/10.1007/s11858-008-0084-1
Publication status	Published - 1 Dec 2008

Access to Document

https://doi.org/10.1007/s11858-008-0084-1

Cite this

@article{cdbb0b2705214e52859f385716170ca8,

title = "The ostensive dimension through the lenses of two didactic approaches",

abstract = "The paper presents how two different theories- the APC-space and the ATD-can frame in a complementary way the semiotic (or ostensive) dimension of mathematical activity in the way they approach teaching and learning phenomena. The two perspectives coincide in the same subject: the importance given to ostensive objects (gestures, discourses, written symbols, etc.) not only as signs but also as essential tools of mathematical practices. On the one hand, APC-space starts from a general semiotic analysis in terms of {"}semiotic bundles{"} that is to be integrated into a more specific epistemological analysis of mathematical activity. On the other hand, ATD proposes a general model of mathematical knowledge and practice in terms of {"}praxeologies{"} that has to include a more specific analysis of the role of ostensive objects in the development of mathematical activities in the classroom. The articulation of both theoretical perspectives is proposed as a contribution to the development of suitable frames for Networking Theories in mathematics education. {\textcopyright} FIZ Karlsruhe 2008.",

author = "Ferdinando Arzarello and Marianna Bosch and Josep Gasc{\'o}n and Cristina Sabena",

year = "2008",

month = dec,

day = "1",

doi = "https://doi.org/10.1007/s11858-008-0084-1",

language = "English",

volume = "40",

pages = "179--188",

}

TY - JOUR

T1 - The ostensive dimension through the lenses of two didactic approaches

AU - Arzarello, Ferdinando

AU - Bosch, Marianna

AU - Gascón, Josep

AU - Sabena, Cristina

PY - 2008/12/1

Y1 - 2008/12/1

N2 - The paper presents how two different theories- the APC-space and the ATD-can frame in a complementary way the semiotic (or ostensive) dimension of mathematical activity in the way they approach teaching and learning phenomena. The two perspectives coincide in the same subject: the importance given to ostensive objects (gestures, discourses, written symbols, etc.) not only as signs but also as essential tools of mathematical practices. On the one hand, APC-space starts from a general semiotic analysis in terms of "semiotic bundles" that is to be integrated into a more specific epistemological analysis of mathematical activity. On the other hand, ATD proposes a general model of mathematical knowledge and practice in terms of "praxeologies" that has to include a more specific analysis of the role of ostensive objects in the development of mathematical activities in the classroom. The articulation of both theoretical perspectives is proposed as a contribution to the development of suitable frames for Networking Theories in mathematics education. © FIZ Karlsruhe 2008.

AB - The paper presents how two different theories- the APC-space and the ATD-can frame in a complementary way the semiotic (or ostensive) dimension of mathematical activity in the way they approach teaching and learning phenomena. The two perspectives coincide in the same subject: the importance given to ostensive objects (gestures, discourses, written symbols, etc.) not only as signs but also as essential tools of mathematical practices. On the one hand, APC-space starts from a general semiotic analysis in terms of "semiotic bundles" that is to be integrated into a more specific epistemological analysis of mathematical activity. On the other hand, ATD proposes a general model of mathematical knowledge and practice in terms of "praxeologies" that has to include a more specific analysis of the role of ostensive objects in the development of mathematical activities in the classroom. The articulation of both theoretical perspectives is proposed as a contribution to the development of suitable frames for Networking Theories in mathematics education. © FIZ Karlsruhe 2008.

U2 - https://doi.org/10.1007/s11858-008-0084-1

DO - https://doi.org/10.1007/s11858-008-0084-1

M3 - Article

VL - 40

SP - 179

EP - 188

ER -

The ostensive dimension through the lenses of two didactic approaches

Abstract

Access to Document

Fingerprint

Cite this