Teaching and Learning of Geometry as a process of Objectification: conditions and obstacles to argumentation and proof. The role of natural language, specific language, and figures
This paper examines some examples (taken from research conducted over the years) that show students’ linguistic attitudes in geometry tasks. The examples are framed within the Theory of Objectification with reference to the notion of sensuous cognition, semiotic means of objectification and levels...
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Grupo de Pesquisa sobre Práticas Socioculturais e Educação Matemática (GPSEM)
2021
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oai:doaj.org-article:f5ea6aa4516b4736afc4f43637a708ba2021-12-02T16:46:14ZTeaching and Learning of Geometry as a process of Objectification: conditions and obstacles to argumentation and proof. The role of natural language, specific language, and figures10.37084/REMATEC.1980-3141.2021.n39.p119-141.id4871980-31412675-1909https://doaj.org/article/f5ea6aa4516b4736afc4f43637a708ba2021-12-01T00:00:00Zhttp://www.rematec.net.br/index.php/rematec/article/view/487https://doaj.org/toc/1980-3141https://doaj.org/toc/2675-1909 This paper examines some examples (taken from research conducted over the years) that show students’ linguistic attitudes in geometry tasks. The examples are framed within the Theory of Objectification with reference to the notion of sensuous cognition, semiotic means of objectification and levels of generality. We show the struggle students live, at higher levels of generality, in intertwining natural language, specific language and the spontaneous use of geometrical figures, bound to perception and kinaesthetic activity. Within the networking paradigm, we coordinate the Theory of Objectification and Duval’s semio-cognitive approach to frame the interplay between the ideal and the material that occurs in geometrical argumentations and proofs. Bruno D’AmoreGeorge SantiGrupo de Pesquisa sobre Práticas Socioculturais e Educação Matemática (GPSEM)articleGeometry tasknatural languageuse of figures in geometryobjectificationsensuous cognitionSpecial aspects of educationLC8-6691Theory and practice of educationLB5-3640ENESPTREMATEC. Revista de Matemática, Ensino e Cultura, Vol 16, Iss 39 (2021) |
| institution |
DOAJ |
| collection |
DOAJ |
| language |
EN ES PT |
| topic |
Geometry task natural language use of figures in geometry objectification sensuous cognition Special aspects of education LC8-6691 Theory and practice of education LB5-3640 |
| spellingShingle |
Geometry task natural language use of figures in geometry objectification sensuous cognition Special aspects of education LC8-6691 Theory and practice of education LB5-3640 Bruno D’Amore George Santi Teaching and Learning of Geometry as a process of Objectification: conditions and obstacles to argumentation and proof. The role of natural language, specific language, and figures |
| description |
This paper examines some examples (taken from research conducted over the years) that show students’ linguistic attitudes in geometry tasks. The examples are framed within the Theory of Objectification with reference to the notion of sensuous cognition, semiotic means of objectification and levels of generality. We show the struggle students live, at higher levels of generality, in intertwining natural language, specific language and the spontaneous use of geometrical figures, bound to perception and kinaesthetic activity. Within the networking paradigm, we coordinate the Theory of Objectification and Duval’s semio-cognitive approach to frame the interplay between the ideal and the material that occurs in geometrical argumentations and proofs.
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| format |
article |
| author |
Bruno D’Amore George Santi |
| author_facet |
Bruno D’Amore George Santi |
| author_sort |
Bruno D’Amore |
| title |
Teaching and Learning of Geometry as a process of Objectification: conditions and obstacles to argumentation and proof. The role of natural language, specific language, and figures |
| title_short |
Teaching and Learning of Geometry as a process of Objectification: conditions and obstacles to argumentation and proof. The role of natural language, specific language, and figures |
| title_full |
Teaching and Learning of Geometry as a process of Objectification: conditions and obstacles to argumentation and proof. The role of natural language, specific language, and figures |
| title_fullStr |
Teaching and Learning of Geometry as a process of Objectification: conditions and obstacles to argumentation and proof. The role of natural language, specific language, and figures |
| title_full_unstemmed |
Teaching and Learning of Geometry as a process of Objectification: conditions and obstacles to argumentation and proof. The role of natural language, specific language, and figures |
| title_sort |
teaching and learning of geometry as a process of objectification: conditions and obstacles to argumentation and proof. the role of natural language, specific language, and figures |
| publisher |
Grupo de Pesquisa sobre Práticas Socioculturais e Educação Matemática (GPSEM) |
| publishDate |
2021 |
| url |
https://doaj.org/article/f5ea6aa4516b4736afc4f43637a708ba |
| work_keys_str_mv |
AT brunodamore teachingandlearningofgeometryasaprocessofobjectificationconditionsandobstaclestoargumentationandprooftheroleofnaturallanguagespecificlanguageandfigures AT georgesanti teachingandlearningofgeometryasaprocessofobjectificationconditionsandobstaclestoargumentationandprooftheroleofnaturallanguagespecificlanguageandfigures |
| _version_ |
1718383491224174592 |