Semiotic Mediation in the Mathematics Classroom: Artefacts and Signs after a Vygotskian Perspective

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The role of gestures in the mathematical practices of those who do not see with their eyes (2011, background): “Vygotsky’s perspective on semiotic mediation has been developed by a number of researchers in the mathematics education field—perhaps most notably by Bartolini Bussi and Mariotti (2008), who focus in particular on the role of the teacher in exploiting”
“No! He starts walking backwards!”: interpreting motion graphs and the question of space, place and distance (2009, background): “…1977; Leont’ev 1978; Vygotsky and Luria 1994; Wartofsky 1979) and the mediating role of artifacts and the body (Arzarello 2006; Bartolini Bussi and Mariotti 2008; Edwards 2009; Radford 2009a; Robutti 2006), I will explore the role of discourse, signs, body, actions, and technological objects.”
Recent research on geometry education: an ICME-13 survey team report (2016, methodology): “Here we mention the framework of semiotic mediation (TSM) after a Vygotskian approach (Bartolini Bussi & Mariotti 2008) that has been developed in connection with several classroom experiments where the emphasis is on the semiotic activity developed around a given artefact (including also ICT) to…”