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Papers by maria alessandra Mariotti

for the learning of mathematics, 1999

Developing Research in Mathematics Education, 2018

Mathematics Education in the Digital Era, 2016

Proceedings of the Ninth International Congress on Mathematical Education, 2004

The discussion was organized around few short presentations which aimed to introduce different as... more The discussion was organized around few short presentations which aimed to introduce different aspects related to the theme of the Topic Study Group.

HAL (Le Centre pour la Communication Scientifique Directe), 2013

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

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.

Exploiting Mental Imagery with Computers in Mathematics Education, 1995

Geometry is a school subject, but also and primarily geometry is a mathematical domain. As mathem... more Geometry is a school subject, but also and primarily geometry is a mathematical domain. As mathematics educators we are interested in geometry from both points of view. That is the reason why a first discussion is devoted to highlighting some characteristics of geometry as a mathematical domain. Une premiere caracteristique de la geometrie reside dans les liens complexes qu'elle entretient avec l'espace physique qui nous entoure.(Laborde [17], p. 341).

HAL (Le Centre pour la Communication Scientifique Directe), Feb 1, 2017

HAL (Le Centre pour la Communication Scientifique Directe), Feb 6, 2019

CERME9 - Ninth Congress of the European Society for Research in Mathematics Education, Feb 4, 2015

European Traditions in Didactics of Mathematics, 2019

abstract. This paper stems from the ReMath European project1 that focuses on the role of represen... more abstract. This paper stems from the ReMath European project1 that focuses on the role of representations in dynamic digital artefacts (DDAs), and on the role of theoretical frameworks with respect to their use in educational contexts. Framed within the Theory of Semiotic Mediation, the paper presents some results concerning how the potentialities of the Aplusix DDA, and in particular of the feedback component, can be exploited by the teacher in relation with the notion of equivalence between algebraic expressions. Through a semiotic analysis of excerpts from a classroom discussion, evidence of the semiotic process triggered by the teacher’s interventions is provided

In the reference frame of the theory of figural concepts (Fischbein 1993) we planned a teaching e... more In the reference frame of the theory of figural concepts (Fischbein 1993) we planned a teaching experiments at 6th grade. the paper discusses some aspects concerning the defining process in a geometrical context, as it emerges in a collective discussion

for the learning of mathematics, 1999

Developing Research in Mathematics Education, 2018

Mathematics Education in the Digital Era, 2016

Proceedings of the Ninth International Congress on Mathematical Education, 2004

The discussion was organized around few short presentations which aimed to introduce different as... more The discussion was organized around few short presentations which aimed to introduce different aspects related to the theme of the Topic Study Group.

HAL (Le Centre pour la Communication Scientifique Directe), 2013

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

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.

Exploiting Mental Imagery with Computers in Mathematics Education, 1995

Geometry is a school subject, but also and primarily geometry is a mathematical domain. As mathem... more Geometry is a school subject, but also and primarily geometry is a mathematical domain. As mathematics educators we are interested in geometry from both points of view. That is the reason why a first discussion is devoted to highlighting some characteristics of geometry as a mathematical domain. Une premiere caracteristique de la geometrie reside dans les liens complexes qu'elle entretient avec l'espace physique qui nous entoure.(Laborde [17], p. 341).

HAL (Le Centre pour la Communication Scientifique Directe), Feb 1, 2017

HAL (Le Centre pour la Communication Scientifique Directe), Feb 6, 2019

CERME9 - Ninth Congress of the European Society for Research in Mathematics Education, Feb 4, 2015

European Traditions in Didactics of Mathematics, 2019

abstract. This paper stems from the ReMath European project1 that focuses on the role of represen... more abstract. This paper stems from the ReMath European project1 that focuses on the role of representations in dynamic digital artefacts (DDAs), and on the role of theoretical frameworks with respect to their use in educational contexts. Framed within the Theory of Semiotic Mediation, the paper presents some results concerning how the potentialities of the Aplusix DDA, and in particular of the feedback component, can be exploited by the teacher in relation with the notion of equivalence between algebraic expressions. Through a semiotic analysis of excerpts from a classroom discussion, evidence of the semiotic process triggered by the teacher’s interventions is provided

In the reference frame of the theory of figural concepts (Fischbein 1993) we planned a teaching e... more In the reference frame of the theory of figural concepts (Fischbein 1993) we planned a teaching experiments at 6th grade. the paper discusses some aspects concerning the defining process in a geometrical context, as it emerges in a collective discussion