Approaching functions: Cabri tools as instruments of semiotic mediation

By Rossana Falcade, Colette Laborde, Maria Alessandra Mariotti. 2007

180 citations recorded by the source corpus.

Subfields: Computer Science Applications, Education, Theoretical Computer Science

View Paper: https://www.semanticscholar.org/paper/fb78f5d4431eba1e96357645299605840bc06a7b

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In Computer Science Applications

Maria Alessandra Mariotti

In Education

In Theoretical Computer Science

Citations in the corpus

Semiotic Mediation in the Mathematics Classroom: Artefacts and Signs after a Vygotskian Perspective (2008, unknown): “Elsewhere other partial analyses were carried out in relation to this notion (Falcade et al., 2007) and other mathematical notions, see for instance (Mariotti 2000, 2001) in the case of the notion of theorem.”
Covariation between variables in a modelling process: The ACODESA (collaborative learning, scientific debate and self-reflection) method (2015, background): “…(e.g. Carlson 2002; Carlson et al., 2010; Clement, 1989; Monk, 1992; Slavit & Yeidel, 1999; Thompson, 1994a, 1994b), • Approaches with a focus on dynamic institutional representations - focusing on the concept of function (e.g. Falcade et al., 2007; Schwartz & Dreyfus, 1995; Slavit, 1997).”
Cultural-historical activity theory: Vygotsky’s forgotten and suppressed legacy and its implication for mathematics education (2012, background): “…its recognition of the role of tools (signs) and the changes these undergo that cultural-historical activity theory has shown itself to be useful to mathematics educators interested in how tools shape mathematical cognition (e.g., Carlsen 2009, 2010; Falcade et al. 2007; Lagrange and Erdogan 2009).”
From static to dynamic mathematics: historical and representational perspectives (2008, background): “parts of the geometric construction allows a semiotic mediation (Falcade et al. 2007; Kozulin 1990; Mariotti 2000; Pea 1993) between the object and the user who is trying to make sense, or induce some particular attribute of the diagram or prove some theorem.”
Artifacts and signs after a Vygotskian perspective: the role of the teacher (2009, methodology): “Laborde & Falcade, 2003; Falcade, Laborde & Mariotti 2007 ) highlights other potentialities of the Cabri environment: other tools can be identified offering a semiotic potential with respect to the notion of function.”