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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

Teaching and Learning Process in Mathematical Education: a Vygostkian approach 1316

Fiorani H.
PhD in Technology of Education, Comenius Assistant Greenleaf Primary School, London, (UK)

Abstract
The purpose of this paper is to show the application of the theory of semiotic mediation, based on Vygostkij's theory, retracing the theoretical framework that supports the research in the field of mathematical education: the historical-epistemological, the instrumental and the cultural-historical approaches. The paper aims also to highlight the nature of the artifacts as mediation tools handled by teachers and children, retracing Wartofsky and his distinction between primary, secondary and tertiary artifacts. After a literature review of national and international contributions, an analysis is proposed for the main steps carried out during the implementation of the didactical cycle in kindergarten, centered on semiotic mediation with the giant abacus tool, particularly retracing the path of the Research Group in Mathematical Education of Modena and Reggio Emilia.

Keywords: Semiotic Mediation, Semiotic Potential, Didactical Cycle, Artifact, Teaching/Learning Process, Historical-Epistemological Approach, Instrumental Approach, Cultural-Historical Approach, Commognition, Mathematical Machines.

Column: Issues In Cultural Activity Theory

For Reference

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