Introducing pupils to theoretical thinking: the case of algebra
Résumé
Within the theoretical framework of Vygotsky's theory, the paper presents a teaching experiment concerning the introduction of pupils to algebraic theoretical thinking. Starting from the results of a previous study project concerning the use of Cabrì Gèométre to introduce pupils to geometry theory, the experiment is based on the use a algebra microworld "L'Algebrista". Outlines of the classroom experimentation are followed by the analysis of some protocols, according the Vygotskian theory of semiotic mediation.
Mots clés
didactic of mathematics
semiotic mediation
proving
formal reasoning
formal algebra
CABRI
algebra theories
theoretical thinkings
theory of instruments of semiotic mediation
technology enhanced learning (TEL)
technology enhanced learning in mathematics (TELMA)
instruments of semiotic mediation
semiotic split
semiotic approach
class discussions
conjecturing
mathematical class discussion
operational-structural theory
equivalence relationship
symbolic manipulation
algebra as a theory
mathematical discussions
procedural-structural
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