6533b853fe1ef96bd12ad795
RESEARCH PRODUCT
Teaching and Learning of Geometry as a process of Objectification: conditions and obstacles to argumentation and proof. The role of natural language, specific language, and figures
George SantiBruno D'amoresubject
use of figures in geometryGeneralityLC8-6691media_common.quotation_subjectobjectificationGeometryTheory and practice of educationMathematical proofSpecial aspects of educationArgumentation theoryPerceptionGeometry taskMaterials ChemistrySemioticsFrame (artificial intelligence)ObjectificationPsychologysensuous cognitionLB5-3640Natural languagenatural languagemedia_commondescription
This paper examines some examples (taken from research conducted over the years) that show students’ linguistic attitudes in geometry tasks. The examples are framed within the Theory of Objectification with reference to the notion of sensuous cognition, semiotic means of objectification and levels of generality. We show the struggle students live, at higher levels of generality, in intertwining natural language, specific language and the spontaneous use of geometrical figures, bound to perception and kinaesthetic activity. Within the networking paradigm, we coordinate the Theory of Objectification and Duval’s semio-cognitive approach to frame the interplay between the ideal and the material that occurs in geometrical argumentations and proofs.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2021-12-02 | REMATEC |