Analysing theories of meaning in mathematics education from the onto-semiotic approach

2021 ◽  
pp. 1-28
Author(s):  
Juan D. Godino ◽  
María Burgos ◽  
María M. Gea
Keyword(s):  
Mathematics Education ◽  
Semiotic Approach ◽  
Theories Of Meaning

scholarly journals The onto-semiotic approach to research in mathematics education

ZDM ◽  
2007 ◽  
Vol 39 (1-2) ◽  
pp. 127-135 ◽  
Author(s):  
Juan D. Godino ◽  
Carmen Batanero ◽  
Vicenç Font
Keyword(s):  
Mathematics Education ◽  
Semiotic Approach ◽  
Research In Mathematics Education

scholarly journals HISTORIA DEL DESARROLLO DE LA DIDÁCTICA DE LA MATEMÁTICA UN ESTUDIO REALIZADO CON LOS MEDIOS TEÓRICOS DE LA EOS (ENFOQUE ONTO-SEMIÓTICO)

PARADIGMA ◽  
2020 ◽  
pp. 130-150
Author(s):  
Bruno D’Amore ◽  
Martha Isabel Fandiño Pinilla
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
General Framework ◽  
Scientific Discipline ◽  
Point Of View ◽  
Theoretical Frameworks ◽  
Palabras Clave ◽  
Semiotic Approach ◽  
History Of ◽  
Characteristic Features

En este trabajo se presentan y se sintetizan diversas reflexiones sobre las bases teóricas del Enfoque ontosemiótico del conocimiento matemático y de la enseñanza de la matemática, en el marco general de la progresiva consolidación de la Didáctica de la Matemática como disciplina científica. Se comienza presentando algunas características del conocimiento científico en general, los requisitos que se le exigen a la didáctica para su consideración como ciencia y el problema de la proliferación de marcos teóricos. Seguidamente, se describen algunos rasgos característicos desde el punto de vista ontológico y semiótico como una base constitutiva de la Didáctica de la Matemática. Finalmente se hace referencia a otros marcos teóricos y sus conexiones con el enfoque ontosemiótico. Palabras clave: bases de la didáctica de la matemática, bases del EOS, relaciones entre teorías, didáctica de la matemática como ciencia. HISTORY OF THE DEVELOPMENT OF THE MATHEMATICS EDUCATION  A STUDY CONDUCTED BY THEORETICAL MEANS OF EOS (ENFOQUE ONTO-SEMIOTICO)Abstract. In this paper we summary and extend various reflections on the theoretical bases of the onto-semiotic approach to mathematical knowledge and instruction, in the general framework of the progressive consolidation of Didactic of Mathematics as a scientific discipline. We first present some characteristics of scientific knowledge, the requirements for didactics to be considered as a science, and the problem of proliferation of theoretical bases. Then, we describe some characteristic features of the ontological and semiotic point of view, as a constitutive basis for Didactic of Mathematics. Finally, some reference to other theoretical frameworks and their connections with the onto-semiotic approach is made. Keywords: bases of didactic of mathematics, bases of OSA, relations between theories, didactic of mathematics as science.

scholarly journals REASONS FOR A SEMIOTIC APPROACH TO MATHEMATICS EDUCATION

2019 ◽  
Vol 4 (1) ◽  
pp. 24-41
Author(s):  
Michael Friedrich Otte ◽  
Geslane Figueiredo da Silva Santana ◽  
Luciene de Paula ◽  
Luiz Luiz Gonzaga Xavier de Barros
Keyword(s):  
Mathematics Education ◽  
Theoretical Research ◽  
Mathematical Education ◽  
Problem Situation ◽  
Mathematical Concepts ◽  
The Social ◽  
Semiotic Approach ◽  
School Learning ◽  
Research Questions ◽  
The Given

Only recently has the semiotic approach become more acceptable or common in mathematics education research and analysis and has gradually disconcerted the Platonic foundation of mathematical objects. In fact it has become increasingly evident that the meanings of concepts develop in the social relationships. The objective is to present the reasons for the use of the semiotic approach in mathematical education. We are arguing, in fact, that the crystallization of mathematical concepts limits creativity and distances school learning from the day to day practices. In theoretical research, questions are addressed such as What is the x in this equation?, evidencing a part of the work of Frege and Benacerraf, with more appreciation to the Peirce’s Semiotic. Illustrative and important examples of such a perspective are presented. For example, the complementarity between text and diagram offers opportunities of critical reflections about the expected results of education in mathematics. Therefore, to think semiotically is to recognize that all knowledge is dynamic, despite being constructed through signs, implying responsibilities, either in choosing the strategy defined for each problem situation, or in identifying the meanings according to the given references and the interactions with the world.

scholarly journals An onto-semiotic approach to visualization in mathematics education

2012 ◽  
Vol 30 (2) ◽  
pp. 109 ◽  
Author(s):  
Juan D. Godino ◽  
Margherita Gonzato ◽  
José A. Cajaraville ◽  
Teresa Fernández
Keyword(s):  
Mathematics Education ◽  
Semiotic Approach

scholarly journals The Exponential Function Meaning on Mathematical Modeling Activities: A Semiotic Approach

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Karina Alessandra Pessoa da Silva ◽  
Lourdes Maria Werle de Almeida
Keyword(s):  
Mathematical Modeling ◽  
Mathematics Education ◽  
Mathematical Modelling ◽  
Exponential Function ◽  
Mathematical Object ◽  
Theoretical Assumptions ◽  
Semiotic Approach ◽  
Meaning Attribution ◽  
Mathematics Course

In this article we present a reflection on the meaning attribution to the mathematical object exponential function that emerges from two mathematical modelling activities. The analysis we present are based on the theoretical assumptions of mathematical modelling and Peirce's semiotics. We analyze the interpretant signs produced by a student in two activities developed in two different educational contexts: a undergraduate degree in Mathematics course and a post-graduation course in Mathematics Education. The analysis indicates that the meaning of the mathematical object and the systems of practices and contexts of use are nested. The interpretant signs in each situation correspond to the interpretive effect that a sign produces in the interpreter's mind. The meaning attribution seems to be aligned with the pragmatism characterized by Peirce in semiotics. The meaning for the exponential function is justified by its use in practical situations that enable the production of specific interpretants signs in each situation.

scholarly journals HISTORIA DEL DESARROLLO DE LA DIDÁCTICA DE LA MATEMÁTICA UN ESTUDIO REALIZADO CON LOS MEDIOS TEÓRICOS DE LA EOS (ENFOQUE ONTO-SEMIÓTICO)

PARADIGMA ◽  
2020 ◽  
pp. 130-150
Author(s):  
Bruno D’Amore ◽  
Martha Isabel Fandiño Pinilla
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
General Framework ◽  
Scientific Discipline ◽  
Point Of View ◽  
Theoretical Frameworks ◽  
Palabras Clave ◽  
Semiotic Approach ◽  
History Of ◽  
Characteristic Features

En este trabajo se presentan y se sintetizan diversas reflexiones sobre las bases teóricas del Enfoque ontosemiótico del conocimiento matemático y de la enseñanza de la matemática, en el marco general de la progresiva consolidación de la Didáctica de la Matemática como disciplina científica. Se comienza presentando algunas características del conocimiento científico en general, los requisitos que se le exigen a la didáctica para su consideración como ciencia y el problema de la proliferación de marcos teóricos. Seguidamente, se describen algunos rasgos característicos desde el punto de vista ontológico y semiótico como una base constitutiva de la Didáctica de la Matemática. Finalmente se hace referencia a otros marcos teóricos y sus conexiones con el enfoque ontosemiótico. Palabras clave: bases de la didáctica de la matemática, bases del EOS, relaciones entre teorías, didáctica de la matemática como ciencia. HISTORY OF THE DEVELOPMENT OF THE MATHEMATICS EDUCATION  A STUDY CONDUCTED BY THEORETICAL MEANS OF EOS (ENFOQUE ONTO-SEMIOTICO)Abstract. In this paper we summary and extend various reflections on the theoretical bases of the onto-semiotic approach to mathematical knowledge and instruction, in the general framework of the progressive consolidation of Didactic of Mathematics as a scientific discipline. We first present some characteristics of scientific knowledge, the requirements for didactics to be considered as a science, and the problem of proliferation of theoretical bases. Then, we describe some characteristic features of the ontological and semiotic point of view, as a constitutive basis for Didactic of Mathematics. Finally, some reference to other theoretical frameworks and their connections with the onto-semiotic approach is made. Keywords: bases of didactic of mathematics, bases of OSA, relations between theories, didactic of mathematics as science.

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