The actions of designation, description, denotation, denomination and definition are crucial in the didactic activity in the classroom (D'Amore and Fandiño Pinilla, 2012) since they embody different interplays between objects, representations, properties, names (in the sense of Duval (2008)). Switching from one action to the other may be the result of a conceptual change (diSessa, 2006). We present the result of a teaching experiment in classes of grades from 2 to 4 where the relation object/name is investigated in the case of the circle. The experiment makes use of a particular artefact, the Lénárt Spheres (Lénárt, 1996). Comparative geometry activities allow to deal with geometrical objects in a learning environment where the relations between objects, representations and properties are different from the usual ones, hence implying a restructuration of the interplays between them. As a result of the teaching experiment, as can be seen, in particular, from the comparison of initial and conclusive questionnaires, children started a change of their way of associating a name to an object. We argue that this is due also to a conceptual change and not only to “learning what was taught”.
The relation between mathematical object/mathematical name: conceptual changes among designation, description, denotation, denomination and definition
FERRETTI, FEDERICA
;
2015
Abstract
The actions of designation, description, denotation, denomination and definition are crucial in the didactic activity in the classroom (D'Amore and Fandiño Pinilla, 2012) since they embody different interplays between objects, representations, properties, names (in the sense of Duval (2008)). Switching from one action to the other may be the result of a conceptual change (diSessa, 2006). We present the result of a teaching experiment in classes of grades from 2 to 4 where the relation object/name is investigated in the case of the circle. The experiment makes use of a particular artefact, the Lénárt Spheres (Lénárt, 1996). Comparative geometry activities allow to deal with geometrical objects in a learning environment where the relations between objects, representations and properties are different from the usual ones, hence implying a restructuration of the interplays between them. As a result of the teaching experiment, as can be seen, in particular, from the comparison of initial and conclusive questionnaires, children started a change of their way of associating a name to an object. We argue that this is due also to a conceptual change and not only to “learning what was taught”.I documenti in SFERA sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
