L’analyse sémiotique de l’activité mathématique, Une nécessité didactique dans le contexte de l’adaptation scolaire
Résumé
Semiotic analysis of mathematical activity, a didactic need in the context of school adaptation. The research we are conducting seeks to understand what is being played out between the actors (students, teacher) which could enlighten us on some difficulties for teaching mathematics in special education. It explores the semiotic dimension of mathematical activity. In this paper a learning situation of the decimal numeration is proposed to three students with intellectual disabilities in a Medical-Educational Institute. The analyse is based on the different signs activated (Arzarello, 2006 ; Radford, 2003) through interactions between students during a brief episode. The study points out the presence of "semiotic misunderstandings" and the role of interactions in the activity, including social interactions, between students or with the teacher.
Domaines
Education
Origine : Fichiers produits par l'(les) auteur(s)
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