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Instrumented activity and semiotic mediation: two frames to describe the conjecture construction process as curricular organizer

Samper, Carmen; Camargo, Leonor; Molina, Óscar; Perry, Patricia (2013). Instrumented activity and semiotic mediation: two frames to describe the conjecture construction process as curricular organizer. En Lindmeier, A. M.; Heinze, A. (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (pp. 145-152). Kiel, Alemania: PME.

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URL Oficial: http://www.ipn.uni-kiel.de/pme37

Resumen

We document part of the process through which conjectures produced by students, with the aid of the dynamic geometry software Cabri, when they solve proposed geometric problems, become a curriculum organizer in the classroom. We first focus on characterizing students’ instrumented activity recurring to utilization schema (Rabardel, 1995, in Bartolini Bussi and Mariotti, 2008), and then describe the teacher’s content management through which the ideas produced by the students become key elements of knowledge construction.

Tipo de Registro:Contribución a Actas de Congreso
Términos clave:14. Matemáticas superiores > Geometría (matemáticas superiores)
03. Aula > Gestión del aula
Nivel Educativo:Formación Profesional
Código ID:2121
Depositado Por:Patricia Inés Perry
Depositado En:06 Sep 2013 10:00
Fecha de Modificación Más Reciente:06 Sep 2013 10:00
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Personal del repositorio solamente: página de control del documento


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