Articulación de saberes matemáticos: representaciones semióticas y sentidos

Abstract

In the early 2000s, during the usual passive observation sessions in school classes at different levels (from primary to secondary), Martha Fandiño and I observed a phenomenon that seemed strange and interesting. If the aim is to obtain from the student a statement of the type: the two meanings are interchangeable between them, or: the same meaning of O exists at the origin of both, the student mainly does not accept the discourse and persists in seeing, in the two representations , representations of various objects. What caught our attention most was that the teachers themselves assumed positions similar or identical to those of their students, a sign that the differentiation of meanings, or better, the lack of possible reference from one meaning to another, is not linked to the position of the learner, but with questions of greater interest, more semiotic-interpretive, than simple conceptual training.