The ostensive dimension through the lenses of two didactic approaches.

Autor/inn/en	Arzarello, Ferdinando; Bosch, Marianna; Gascón, Josep; Sabena, Cristina
Titel	The ostensive dimension through the lenses of two didactic approaches.
Quelle	In: ZDM : mathematics education, 40 (2008) 2, S. 179-188 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-008-0084-1
Schlagwörter	Pädagogische Anthropologie; Bildungsforschung; Anthropologie; Didaktik; Fachdidaktik; Mathematikunterricht; Modell
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.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/2