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Papers by Antonella Montone

HAL (Le Centre pour la Communication Scientifique Directe), May 12, 2022

This paper discusses the results coming from a phenomenological study implemented with a sample o... more This paper discusses the results coming from a phenomenological study implemented with a sample of 110 Italian preschool teachers about the impact of the Covid-19 on preschool education. We investigate in which way the related pandemic phenomenon changed and is still changing the preschool pedagogical/didactic scenario about Mathematics playing. Through a questionnaire we qualitatively analyze and classify teachers' argumentations highlighting their teaching approaches, their attitudes, their expectations in playing Mathematics in Preschool Education.

Congresso nazionale mathesis teramo, 2000

40th Conference of the International Group for the Psychology of Mathematics Education (PME40), 2016

Università degli Studi di Bari “Aldo Moro” -, 2013

Mathematics Education in the Digital Era, 2017

Technology has created an expectation in all phases of education that requires us to understand h... more Technology has created an expectation in all phases of education that requires us to understand how we can harness its potential for improving the depth and quality of mathematical learning. It is highly unlikely that there is a universal recipe or formula for how technology should be used that would satisfy every context or culture, but there have been recurring trends in the process of designing and implementing such innovative environments. By considering the papers included in proceedings of the past International Conferences on Technology in Mathematics Teaching (ICTMT), this chapter aims to highlight how a few key innovations have been seeded and taken root within this community. We begin by describing the ways in which innovation has been presented at ICTMT conferences with a view to exploring this from the perspectives of technology designers, researchers and teachers/lecturers from all phases of education. Given the extensive literature on this topic, it is not feasible to carry out a comprehensive survey of the complete literature base, however it is anticipated that the analysis of key ICTMT papers will be sufficient to present an informative and insightful picture and highlight some important knowledge and experience that has been elicited and disseminated.

This work presents results from a teaching experiment concerning the constructionconceptualizatio... more This work presents results from a teaching experiment concerning the constructionconceptualization of axial symmetry at Primary School through an interactive book, developed in a Dynamic Geometry Environment (DGE), which embeds a set of tasks to be accomplished with selected DGE tools. The tasks are part of a teaching sequence, framed by the Theory of Semiotic Mediation (TSM), whose main characteristic is the synergic use of a “duo of artefact”. The duo is made up of a digital artefact the interactive book and a manipulative artefact, constituted by paper and pin. Herein, we describe the design of the interactive book and we show how a cognitive synergy arises from its use combined with the use of the manipulative artefact within the sequence, thus leading to the conceptualization of mathematical meanings.

Mathematics Education in the Early Years, 2020

This chapter presents a study aimed at investigating the didactic potentiality of the use of an a... more This chapter presents a study aimed at investigating the didactic potentiality of the use of an artefact, useful to construct mathematical meanings concerning the coordination of different points of view, in the observation of a real object/toy. In our view, the process of meaning construction can be fostered by the use of adequate artefacts, but it requires a teaching/learning model that explicitly takes care of the evolution of meanings, from those personal, emerging through the activities, to the mathematical ones, aims of the teaching intervention. The main hypothesis of this study is that the alternation between different semiotic systems, graphical system, verbal system and system of gestures can determine the evolution of the learning objectives that are the coordination of different points of view. The Theory of Semiotic Mediation offers the theoretical framework suitable to design the teaching sequence and to analyse the collected data. The study involved 15 Kindergarten students (5 or 6 years old), in which we asked children to represent a Lego block and discuss drawings observed from different points of view.

ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, 2017

The didactic action is an holistic process in which general didactic (GD) and disciplinary didact... more The didactic action is an holistic process in which general didactic (GD) and disciplinary didactic (DD) interact. But, how are they related? Two different modes occurred in the past: distinguishing between knowledge and education or removing one of the poles. This work attempts to overcome these two opposite solutions. The two discipline, GD and DD, impact on the same didactic action and each of them acts on the same aspects, although with different perspective. This synergy allows a plural analysis otherwise flawed. In order to gather problems and synergies of a plural analysis, this work analyses a research project, concerning a math teaching sequence for Primary School pupils, which involved researchers of the two disciplinary areas (GD and DD).

This paper presents a teaching sequence conducted with 4 th grade students, aimed at the construc... more This paper presents a teaching sequence conducted with 4 th grade students, aimed at the construction/conceptualization of axial symmetry and its properties in which a crucial role is played by a duo of artefacts. This consists of a concrete artefact and a virtual artefact which address the same mathematical content. According to the Theory of Semiotic Mediation, both the artefacts have been chosen for their semiotic potential, in terms of meanings that can be evoked by carring out suitable tasks involving their use. The design of the teaching sequence is developed with the purpose of exploiting the synergy between the artefacts, in such a way that each activity boosts the learning potential of all the others.

The idea of this book arose from research encounters occurred during a past ICTMT Conference: the... more The idea of this book arose from research encounters occurred during a past ICTMT Conference: the International Conference on Technology in Mathematics Teaching. The ICTMT Conference, which is now moving to its 13th edition, has a strong commitment to promote technology in mathematics education for improving the quality of teaching and learning by effective use of technology. In recent years, international research in mathematics education has offered a range of theoretical perspectives that attempted to provide different and interrelated frames and viewpoints to the study of use and role of digital technologies in/for teaching and learning mathematics.

ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, 2017

The didactic action is an holistic process in which general didactic (GD) and disciplinary didact... more The didactic action is an holistic process in which general didactic (GD) and disciplinary didactic (DD) interact. But, how are they related? Two different modes occurred in the past: distinguishing between knowledge and education or removing one of the poles. This work attempts to overcome these two opposite solutions. The two discipline, GD and DD, impact on the same didactic action and each of them acts on the same aspects, although with different perspective. This synergy allows a plural analysis otherwise flawed. In order to gather problems and synergies of a plural analysis, this work analyses a research project, concerning a math teaching sequence for Primary School pupils, which involved researchers of the two disciplinary areas (GD and DD).

HAL (Le Centre pour la Communication Scientifique Directe), May 12, 2022

This paper discusses the results coming from a phenomenological study implemented with a sample o... more This paper discusses the results coming from a phenomenological study implemented with a sample of 110 Italian preschool teachers about the impact of the Covid-19 on preschool education. We investigate in which way the related pandemic phenomenon changed and is still changing the preschool pedagogical/didactic scenario about Mathematics playing. Through a questionnaire we qualitatively analyze and classify teachers' argumentations highlighting their teaching approaches, their attitudes, their expectations in playing Mathematics in Preschool Education.

Congresso nazionale mathesis teramo, 2000

40th Conference of the International Group for the Psychology of Mathematics Education (PME40), 2016

Università degli Studi di Bari “Aldo Moro” -, 2013

Mathematics Education in the Digital Era, 2017

Technology has created an expectation in all phases of education that requires us to understand h... more Technology has created an expectation in all phases of education that requires us to understand how we can harness its potential for improving the depth and quality of mathematical learning. It is highly unlikely that there is a universal recipe or formula for how technology should be used that would satisfy every context or culture, but there have been recurring trends in the process of designing and implementing such innovative environments. By considering the papers included in proceedings of the past International Conferences on Technology in Mathematics Teaching (ICTMT), this chapter aims to highlight how a few key innovations have been seeded and taken root within this community. We begin by describing the ways in which innovation has been presented at ICTMT conferences with a view to exploring this from the perspectives of technology designers, researchers and teachers/lecturers from all phases of education. Given the extensive literature on this topic, it is not feasible to carry out a comprehensive survey of the complete literature base, however it is anticipated that the analysis of key ICTMT papers will be sufficient to present an informative and insightful picture and highlight some important knowledge and experience that has been elicited and disseminated.

This work presents results from a teaching experiment concerning the constructionconceptualizatio... more This work presents results from a teaching experiment concerning the constructionconceptualization of axial symmetry at Primary School through an interactive book, developed in a Dynamic Geometry Environment (DGE), which embeds a set of tasks to be accomplished with selected DGE tools. The tasks are part of a teaching sequence, framed by the Theory of Semiotic Mediation (TSM), whose main characteristic is the synergic use of a “duo of artefact”. The duo is made up of a digital artefact the interactive book and a manipulative artefact, constituted by paper and pin. Herein, we describe the design of the interactive book and we show how a cognitive synergy arises from its use combined with the use of the manipulative artefact within the sequence, thus leading to the conceptualization of mathematical meanings.

Mathematics Education in the Early Years, 2020

This chapter presents a study aimed at investigating the didactic potentiality of the use of an a... more This chapter presents a study aimed at investigating the didactic potentiality of the use of an artefact, useful to construct mathematical meanings concerning the coordination of different points of view, in the observation of a real object/toy. In our view, the process of meaning construction can be fostered by the use of adequate artefacts, but it requires a teaching/learning model that explicitly takes care of the evolution of meanings, from those personal, emerging through the activities, to the mathematical ones, aims of the teaching intervention. The main hypothesis of this study is that the alternation between different semiotic systems, graphical system, verbal system and system of gestures can determine the evolution of the learning objectives that are the coordination of different points of view. The Theory of Semiotic Mediation offers the theoretical framework suitable to design the teaching sequence and to analyse the collected data. The study involved 15 Kindergarten students (5 or 6 years old), in which we asked children to represent a Lego block and discuss drawings observed from different points of view.

ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, 2017

The didactic action is an holistic process in which general didactic (GD) and disciplinary didact... more The didactic action is an holistic process in which general didactic (GD) and disciplinary didactic (DD) interact. But, how are they related? Two different modes occurred in the past: distinguishing between knowledge and education or removing one of the poles. This work attempts to overcome these two opposite solutions. The two discipline, GD and DD, impact on the same didactic action and each of them acts on the same aspects, although with different perspective. This synergy allows a plural analysis otherwise flawed. In order to gather problems and synergies of a plural analysis, this work analyses a research project, concerning a math teaching sequence for Primary School pupils, which involved researchers of the two disciplinary areas (GD and DD).

This paper presents a teaching sequence conducted with 4 th grade students, aimed at the construc... more This paper presents a teaching sequence conducted with 4 th grade students, aimed at the construction/conceptualization of axial symmetry and its properties in which a crucial role is played by a duo of artefacts. This consists of a concrete artefact and a virtual artefact which address the same mathematical content. According to the Theory of Semiotic Mediation, both the artefacts have been chosen for their semiotic potential, in terms of meanings that can be evoked by carring out suitable tasks involving their use. The design of the teaching sequence is developed with the purpose of exploiting the synergy between the artefacts, in such a way that each activity boosts the learning potential of all the others.

The idea of this book arose from research encounters occurred during a past ICTMT Conference: the... more The idea of this book arose from research encounters occurred during a past ICTMT Conference: the International Conference on Technology in Mathematics Teaching. The ICTMT Conference, which is now moving to its 13th edition, has a strong commitment to promote technology in mathematics education for improving the quality of teaching and learning by effective use of technology. In recent years, international research in mathematics education has offered a range of theoretical perspectives that attempted to provide different and interrelated frames and viewpoints to the study of use and role of digital technologies in/for teaching and learning mathematics.

ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, 2017

The didactic action is an holistic process in which general didactic (GD) and disciplinary didact... more The didactic action is an holistic process in which general didactic (GD) and disciplinary didactic (DD) interact. But, how are they related? Two different modes occurred in the past: distinguishing between knowledge and education or removing one of the poles. This work attempts to overcome these two opposite solutions. The two discipline, GD and DD, impact on the same didactic action and each of them acts on the same aspects, although with different perspective. This synergy allows a plural analysis otherwise flawed. In order to gather problems and synergies of a plural analysis, this work analyses a research project, concerning a math teaching sequence for Primary School pupils, which involved researchers of the two disciplinary areas (GD and DD).