A theoretical model to analyze algebraic thinking and its application in school activities (Articolo in rivista)

Type
Label
  • A theoretical model to analyze algebraic thinking and its application in school activities (Articolo in rivista) (literal)
Anno
  • 2012-01-01T00:00:00+01:00 (literal)
Alternative label
  • Fedinando Arzarello, Luciana Bazzini, Giampaolo Chiappini (2012)
    A theoretical model to analyze algebraic thinking and its application in school activities
    in Recherches en didactique des mathématiques (Rev.)
    (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#autori
  • Fedinando Arzarello, Luciana Bazzini, Giampaolo Chiappini (literal)
Pagina inizio
  • 195 (literal)
Pagina fine
  • 209 (literal)
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  • 32 (literal)
Rivista
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  • 15 (literal)
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  • 3 (literal)
Note
  • Google Scholar (literal)
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  • Dipartimento di Matematica, Università degli Studi di Torino; Dipartimento di Matematica, Università degli Studi di Torino; Istituto per le Tecnologie Didattiche - CNR (literal)
Titolo
  • A theoretical model to analyze algebraic thinking and its application in school activities (literal)
Abstract
  • This article illustrates research works characterized by the use of a common semiotic approach worked out by the authors on the learning of Algebra along the last two decades of SFIDA. We highlight the main phases of our work, namely: the use of Frege's semiotic triangle in order to investigate and describe the very nature of students' algebraic thinking in algebraic problem solving; the use of a semiotic analysis based on Frege's model in order to approach research questions on students' difficulties with inequalities; the passage from Frege's to Peirce's theoretical model in order to investigate new means of semiotic mediation based on digital technology to support students in Algebra learning; and finally, the phase centred on an extension of the notion of semiotic system in order to consider all semiotic resources acting in the thinking processes (towards the notion of \"semiotic bundle\"). This article also provides theoretical references used in other papers in this volume. (literal)
  • Cet article illustre des recherches caractérisées par l'usage d'une approche sémiotique commune, mise en oeuvre par les auteurs, sur l'apprentissage de l'algèbre au course des deux dernières décennies de SFIDA. Nous mettons en évidence les principales phases de notre travail, c'est-à-dire : l'usage du triangle sémiotique de Frege, pour analyser et décrire la nature profonde de la pensée algébrique des élèves dans la résolution de problèmes algébriques ; l'usage d'une analyse sémiotique basée sur le modèle de Frege pour élaborer des questions de recherche sur les difficultés des élèves à propos des inégalités ; le passage du modèle théorique de Frege à celui de Peirce pour élaborer de nouveaux moyens de médiation sémiotique basés sur des outils technologiques visant à aider les élèves dans leur apprentissage de l'algèbre ; et enfin, la phase centrée sur l'extension de la notion de système sémiotique afin de considérer toutes les ressources sémiotiques à l'oeuvre dans le processus de pensée (vers la notion de « faisceau sémiotique »). Cet article fournit également des références théoriques utilisées dans d'autres articles de ce volume. (literal)
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