id: 05240168
dt: a
an: 2008a.00103
au: Maschietto, Michela; Bartolini Bussi, Maria G.
ti: Meaning construction through semiotic means: The case of the visual
pyramid.
so: Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the
International Group for the Psychology of Mathematics Education, PME
29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne:
University of Melbourne, Dep. of Science and Mathematics Education.
Part III, 313-320 (2005).
py: 2005
pu: Melbourne: University of Melbourne, Dep. of Science and Mathematics
Education
la: EN
cc: C32 C33 G22 G23 G82 G83 D22 D23 A62 A63
ut: perspective drawing; descriptive geomerty; elementary geometry; semiotic
systems; grade 4; grade 5; interviews; student observation; theory of
mathematics education
ci:
li: emis:proceedings/PME29/PME29RRPapers/PME29Vol3MaschiettoEtAl.pdf
ab: Summary: This paper presents some elements of our 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 with reference to cultural artefacts (Wartofsky). It concerns
with a teaching experiment on perspective drawing at primary school
(4th-5th grade classes). We analyse the appropriation of an element of
the mathematical model of perspective drawing (visual pyramid) through
the development of gestures, speech and drawings, starting from a
concrete experience with a Dürer’s glass to the interpretation of a
new artefact as a concrete model of that mathematical object.
rv: