Skip to main content
SpringerLink
Log in

Une stratégie de réseautage pour une analyse sémiotique et discursive des pratiques langagières de l’enseignant lors d’une discussion collective dans une séance intégrant un environnement informatique

  • Published:
Canadian Journal of Science, Mathematics and Technology Education Aims and scope Submit manuscript

Abstract

In this paper, we use a networking strategy that combines the theory of semiotic mediation and commognitive theory to develop a framework for analyzing a teacher's language practices in a group discussion during a lesson integrating a dynamic geometry environment. We combined these approaches through the concept of a focal project, which we applied to examine the teacher’s discourse during group discussions. The teacher’s focal project is identifiable through the semiotic and discursive characteristics of his various interventions. We used the framework to analyze a group discussion that introduced students to the algebraic measurement of the arc of a circle. This allowed us to observe changes in the teacher’s discourse and identify how he used elements of the activity in combination with the available technology as a means for semiotic mediation to guide the development of the intended mathematical signification.

Résumé

Cet article fait appel à une stratégie de réseautage entre la théorie de la médiation sémiotique et la théorie commognitive afin d’élaborer un cadre analytique pour étudier les pratiques langagières d’un enseignant lors d’une séance de discussion collective intégrant un environnement de géométrie dynamique. La combinaison des deux approches a permis de définir et de caractériser le concept de projet focal, utilisé comme unité d’analyse du discours de l’enseignant. Le projet focal de l’enseignant a été opérationnalisé à travers l’élaboration d’un schème analytique. Le cadre analytique a été appliqué pour l’analyse d’une discussion collective visant l’introduction de la mesure algébrique d’arc orienté. Cela nous a permis de suivre l’évolution du discours de l’enseignant et de déterminer comment il utilise les potentialités sémiotiques de l’environnement informatique pour guider le processus sémiotique tout en prenant en considération la spécificité de l’objet mathématique en jeu.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2 

Similar content being viewed by others

Notes

  1. Le terme artefact est utilisé dans le sens de Rabardel (1995) qui le définit comme étant l’objet matériel ou symbolique nu.

  2. Sfard (2008) définit le concept de conflit commognitif comme étant « the encounter between interlocutors who use the same signifiers (words or written symbols) in different ways or perform the same mathematical task according to differing rules» (p.161).

Références 

  • Abboud-Blanchard, M., et Vandebrouck, F. (2012). Analysing teachers’ practices in technology environments from an activity theoretical approach. International Journal for Technology in Mathematics Education, 19(4), 159–164.

    Google Scholar 

  • Abboud, M., et Rogalski, J. (2021). Open dynamic situations of classroom use of digital technologies: investigating teachers’ interventions. Can. J. Sci. Math. Techn. Educ. 21, 424–440 (2021). https://doi.org/10.1007/s42330-021-00151-9

    Article  Google Scholar 

  • Arzarello, F., Bosch, M., Gascon, J. et Sabena, C., (2008). The ostensive dimension through the lenses of two didactic approaches. ZDM The International Journal on Mathematics Education. https://doi.org/10.1007/s11858-008-0086-z

  • Bartolini Bussi, M. G., Mariotti. M. A. et Ferri, F. (2003). Semiotic mediation in the Primary School: Durer’s glass – in: H. Hoffmann, J. Lenhard & Seeger F. (eds.) Activity and Sign Grounding Mathematics Education (Festschrift for Michael Otte). Dordrecht: Kluwer Academic.

  • Bartolini Bussi, M. G., et Mariotti, M. A. (2008). Semiotic mediation in the mathematics classroom: Artefacts and signs after a Vygotskian perspective – in: L. D. English, M. G. Bartolini Bussi, G. A. Jones, R. Lesh & D. Tirosh (eds.) Handbook of international research in mathematics education, 2nd revised edition (720–749). Mahwah, NG: Lawrence Erlbaum Associates.

  • Cazden, C. B. (2001). Classroom discourse. The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann

  • Genevès, B., Laborde C., et Soury-Lavergne S. (2005). The room of transformations and functions with Cabri-geometry. L’insegnamento della matematica e delle scienze integrate, numero speciale, 11–14.

  • Güçler, B., Hegedus, S., Robidoux, R. et Jackiw, N. (2013). Investigating the mathematical discourse of young learners involved in multi-modal mathematical investigations: the case of haptic technologies. In: Martinovic D., Freiman V., Karadag Z. (eds) Visual Mathematics and Cyberlearning. Mathematics Education in the Digital Era, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2321-4_4

  • Khalloufi-Mouha, F. (2009). Etude du processus de construction du signifié de fonction trigonométrique chez des élèves de 2ème année section scientifique. Unpublished PhD thesis, Université de Tunis.

  • Khalloufi-Mouha, F. et Smida, H. (2012). Constructing mathematical meaning of a trigonometric function through the use of an artefact. African Journal of Research in Mathematics, Science and Technology Education, 16(2), 207-224. https://doi.org/10.1080/10288457.2012.10740740

    Article  Google Scholar 

  • Khalloufi-Mouha, F. (2014). Étude de l’évolution des signes langagiers lors d’une séquence d’enseignement intégrant un artefact technologique. Spirale-Revue de recherches en éducation, 54(1), 49–63. https://www.persee.fr/doc/spira_0994-3722_2014_num_54_1_1036

  • Khalloufi-Mouha, F. (2017) Constructing mathematical meaning of the cosine function using covariation between variables in a modeling situation in Cabri. In T. Dooley & G. Gueudet (Eds.), Proceedings of the 10th congress of European society for research in mathematics education (pp. 1308–1315). Dublin: Institute of Education, Dublin City University, Ireland, and ERME. Dublin, Ireland. https://hal.archives-ouvertes.fr/hal-01937154/document

  • Khalloufi-Mouha, F. (2019). Analyse des actions discursives d’un enseignant lors d’une séquence d’enseignement intégrant un environnement de géométrie dynamique. pp. 156–162. In Mastafi, A et al (EDS). Formation et enseignement des mathématiques et des sciences. Didactique, TIC et innovation pédagogique. Casablanca-Settat. ISBN. 978–2–9567638- 0–2, 102–113. https://hal-amu.archives-ouvertes.fr/hal-02067039v2/document

  • Khalloufi-Mouha, F. (2021). Analyzing biology students’ discourse: how visual mediators and mathematic vocabulary function in the establishment of effective communication? International Journal of Applied Research and Technology. Vol. 3. pp. 61–68. ISSN 1737–7463- PP 15–23

  • Mariotti, M. A. (2013). Introducing students to geometric theorems: How the teacher can exploit the semiotic potential of a DGS. ZDM – The International Journal on Mathematics Education, 45(3), 441–452.

  • Mariotti, M. A., et Maracci, M. (2010). Les artefacts comme outils de médiation sémiotique : quel cadre pour les ressources de l'enseignant ? In Gueudet, G., et Trouche, L. Ressources vives. Le travail documentaire des professeurs en mathématiques., Presses Universitaires de Rennes et INRP, pp. 91–107, 2010, Paideia. ⟨hal-00497306⟩

  • Mariotti, M. A., et Maracci, M. (2011). Resources for the teacher from a semiotic mediation perspective. In Gueudet, G., Pepin, B., Trouche, L. (eds.) From text to ´lived´ resources. Mathematics Teacher Education, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1966-8_4

  • Monaghan, J. (2004). Teachers’ activities in technology-based mathematics lessons. Int J Comput Math Learning 9, 327. https://doi.org/10.1007/s10758-004-3467-6

    Article  Google Scholar 

  • Moreno-Armella L., et Brady, C. (2018). Technological supports for mathematical thinking and learning: co-action and designing to democratize access to powerful ideas. In: Ball L., Drijvers P., Ladel S., Siller HS., Tabach M., Vale C. (eds) Uses of Technology in Primary and Secondary Mathematics Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-76575-4_19

  • Morgan, C et Sfard, A. (2016). Investigating changes in high-stakes mathematics examinations: a discursive approach. Research in Mathematics Education, 18(2), 92-119. https://doi.org/10.1080/14794802.2016.1176596

    Article  Google Scholar 

  • Ng, O. L. (2019). Examining technology-mediated communication using a commognitive lens: the case of touchscreen-dragging in dynamic geometry environments. Int J of Sci and Math Educ 17, 1173–1193. https://doi.org/10.1007/s10763-018-9910-2

    Article  Google Scholar 

  • Prediger, S., Bikner-Ahsbahs, A., et Arzarello, F. (2008). Networking strategies and methods for connecting theoretical approaches—First steps towards a conceptual framework. ZDM—The International Journal on Mathematics Education, 40(2), 165–178.

  • Prediger S., et Bikner-Ahsbahs A. (2014). Introduction to networking: networking strategies and their background. In: Bikner-Ahsbahs A., Prediger S. (eds) Networking of Theories as a Research Practice in Mathematics Education. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-05389-9_8

  • Rabardel, P. (1995). Les hommes et les technologies—approche cognitive des instruments contemporains. A. Paris: Colin.

  • Ruthven, K. (2007). Teachers, technologies and the structures of schooling. In D. Pitta-Pantazi, & G. Philippou (Eds.), Proceedings of the fifth congress of the European Society for Research in Mathematics Education. Larnaca: CERME 5.

  • Ryve, A., Nilsson, P., et Pettersson, K. (2013). Analyzing effective communication in mathematics group work: The role of visual mediators and technical terms. Educational Studies in Mathematics, 82, 497–514.

    Article  Google Scholar 

  • Sinclair, N., et Robutti, O. (2013). Technology and the role of proof: The case of dynamic geometry. In M. A. Clements, A. J. Bishop, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Third International Handbook of Mathematics Education (pp. 571–596).

  • Sfard, A. (2007). When the rules of discourse change, but nobody tells you: making sense of mathematics learning from a commognitive standpoint. Journal of the Learning Sciences, 16(4), 565-613. https://doi.org/10.1080/10508400701525253

    Article  Google Scholar 

  • Sfard, A. (2008). Thinking as communicating: Human development, development of discourses, and mathematizing. New York, NY: Cambridge University Press.

    Book  Google Scholar 

  • Sfard, A. (2012). Introduction: Developing mathematical discourse—Some insights from communicational research. International Journal of Educational Research, Volumes 51–52, 2012, Pages 1-9.

    Google Scholar 

  • Sfard, A. (2018). On the need for theory of mathematics learning and the promise of ‘commognition’. In P. Ernest (Ed.), The Philosophy of Mathematics Education Today (pp. 219-228). Springer, Cham.

    Chapter  Google Scholar 

  • Sfard, A. (2021). Taming Fantastic Beasts of Mathematics: Struggling with Incommensurability. International Journal of Research in Undergraduate Mathematics Education, 1–33.https://doi.org/10.1007/s40753-021-00156-7

  • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Wittgenstein, L. (1953/2003). Philosophical investigations: the German text, with a revised English translation (G. E. M. Anscombe, Trans. 3rd ed.). Malden, MA: Blackwell Publishing.

Download references

Author information

Authors and Affiliations

  1. Faculté des sciences de Bizerte, Université de Carthage, Carthage, Tunisia

    Faten Khalloufi-Mouha

Authors
  1. Faten Khalloufi-Mouha
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Faten Khalloufi-Mouha.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Khalloufi-Mouha, F. Une stratégie de réseautage pour une analyse sémiotique et discursive des pratiques langagières de l’enseignant lors d’une discussion collective dans une séance intégrant un environnement informatique. Can. J. Sci. Math. Techn. Educ. 22, 150–169 (2022). https://doi.org/10.1007/s42330-022-00201-w

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s42330-022-00201-w

Mots-clés

Search

Navigation