Teacher’s semiotic games in mathematics laboratory

The paper uses a semiotic lens to describe the teacher’s interventions in classroom discussions, with all the students or only o group of them. The frame is semiotic-cultural and considers teacher’s production within students’ productions, during the development of a mathematical activity. This frame uses the model of the semiotic bundle to describe the various semiotic contributions (by the teacher and the students) and allows focussing some important strategies, called semiotic games, used by the teacher to support students’ mathematics learning

Teacher’s semiotic games in mathematics laboratory

The paper uses a semiotic lens to describe the teacher’s interventions in classroom discussions, with all the students or only o group of them. The frame is semiotic-cultural and considers teacher’s production within students’ productions, during the development of a mathematical activity. This frame uses the model of the semiotic bundle to describe the various semiotic contributions (by the teacher and the students) and allows focussing some important strategies, called semiotic games, used by the teacher to support students’ mathematics learning

D_{s0}^+(2317) as an iso-triplet four-quark meson

Although assigning D_{s0}^+(2317) to the I_3=0 component of iso-triplet four-quark mesons is favored by experiments, its neutral and doubly charged partners have not yet been observed. It is discussed why they were not observed in inclusive e^+e^- annihilation experiments and that they can be observed in B decays.Comment: 3 pages, 5 figures, invited talk at QNP06, the 4th Int. Conf. on Quarks and Nuclear Physics, June 5 - 10, 2006, Madri

Mathematics teacher educators’ work to foster an inquiry community

For several years, the study of mathematics teacher educators (MTEs) has been considered central in research. The present study is focused, in particular, on MTE expertise in generating documents for the work with teachers, during a professional development (PD) program. We aim to analyse how MTEs generate documents coherently with the goal they have set for the PD program itself. In the case study presented in this paper, MTEs’ goal is building an inquiry community with the teachers. The results illustrate what kind of resources are involved in MTEs’ documentational genesis and how MTEs’ choices in their documentation work are connected with their goal for the PD program