Abstract
The notion of mediation, widely used in the current mathematics education literature, has been elaborated into a pedagogical model describing the contribution of integrating tools to the human activity, and to teaching and learning mathematics in particular. Following the seminal idea of Vygotsky, and elaborating on it, we postulate that an artifact can be exploited by the teacher as a tool of semiotic mediation to develop genuine mathematical signs, that are detached from the use of the artifact, but that nevertheless maintain with it a deep semiotic link. The teaching organization proposed in this paper is modeled by what we have called the didactical cycle. Starting from assuming the centrality of semiotic activities, collective mathematical discussion plays a crucial role: during a mathematical discussion the intentional action of the teacher is focused on guiding the process of semiotic mediation leading to the expected evolution of signs. The focus of the paper is on the role of the teacher in the teaching–learning process centered on the use of artifacts and in particular a dynamic geometry environment. Some examples will be discussed, drawn from a long-term teaching experiment, carried out over the past years as part of a National project. The analysis is accomplished through a Vygotskian perspective, and it mainly focuses on the process of semiotic mediation centered on the use of artifacts and on the role of the teacher in this process.
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Notes
During our study we used the software Cabri Géomètre II Plus. In this paper the term “Cabri” refers to this version of the software.
A classification of signs is fully described in this reference, where it is also explained how the appearance of signs belonging to different categories may be used to describe the evolution of the semiotic process. (op. cit. pp. 765–58).
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Acknowledgments
My thanks go to the teacher, Daniela Venturi, and the anonymous students that participated in our teaching experiment. Without their passionate collaboration, this study would have been impossible. I am also deeply indebted to Anna Baccaglini-Frank whose help went far beyond the revision of the language.
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This research study was supported by the Italian Ministry of Education and Research (MIUR) Prin 2005 # 2005019721.
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Mariotti, M.A. Artifacts and signs after a Vygotskian perspective: the role of the teacher. ZDM Mathematics Education 41, 427–440 (2009). https://doi.org/10.1007/s11858-009-0199-z
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DOI: https://doi.org/10.1007/s11858-009-0199-z