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

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

La formazione docenti con Geogebra

Il quarto GeoGebra Day organizzato dal Dipartimento di Matematica e dall’Istituto di GeoGebra di Torino, si è tenuto presso il liceo D’Azeglio di Torino il 3 ottobre 2014. Per la prima volta dall’inizio dei GeoGebra Day torinesi sono stati invitati esperti provenienti dalle Università e dagli Istituti di GeoGebra di altri Stati (Germania, Spagna, Francia e Australia), rendendo possibile uno scambio internazionale di idee, metodologie e buone pratiche per l’uso di GeoGebra in classe, sia in matematica, sia in fisica. Le tematiche affrontate nelle relazioni plenarie da esperti italiani e stranieri hanno riguardato la modellizzazione, il problem solving, la dimostrazione e il supporto che GeoGebra può fornire in tali attività, l’uso di strumenti e materiali, l’applicazione di metodologie laboratoriali sia nella formazione dei docenti che nel lavoro in classe