
05495533
j
2009f.00245
Arzarello, Ferdinando
Bosch, Marianna
Gasc\'on, Josep
Sabena, Cristina
The ostensive dimension through the lenses of two didactic approaches.
ZDM, Int. J. Math. Educ. 40, No. 2, 179188 (2008).
2008
Springer, Berlin/Heidelberg
EN
D20
theories of mathematics education research
anthropoogical theory of the didactic
space of actionproductioncommunication model
doi:10.1007/s1185800800841
Summary: The paper presents how two different theories  the APCspace 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, APCspace 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.