This paper reports a part of a study on the construction of mathematical meanings in terms of development of semiotic systems (gestures, speech in oral and written form, drawings) in a Vygotskian framework, where artefacts are used as tools of semiotic mediation. It describes a teaching experiment on perspective drawing at primary school (fourth to fifth grade classes), starting from a concrete experience with a Dürer’s glass to the interpretation of a new artefact. We analyse the long term process of appropriation of the mathematical model of perspective drawing (visual pyramid) through the development of gestures, speech and drawings under the teacher’s guidance.
- RT @MatthewMaddux: Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator traini… 1 month ago
- RT @CERME11_2019: In preparation for the conference, we kindly ask you to send questions about ERME research, questions about ERME itself,… 1 month ago
- Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator t… twitter.com/i/web/status/1… 1 month ago
- Looking forward to last day (for me) of the EML 2018 with @deborah_ball. What a wonderful opportunity to study, dis… twitter.com/i/web/status/1… 6 months ago
- RT @A2SchoolsSuper: We ❤️ #TreeTown @A2schools #InspireA2 #A2gether Ann Arbor named best place to live in America - again https://t.co/yRrH… 1 year ago