Semiosis, human thought and mathematical activity
DOI:
https://doi.org/10.18542/amazrecm.v6i0.1708Keywords:
acesso a objetos, algoritmo de operação, compreensão, congruência, não congruência, conversão, decomposição (elementos básicos), unidade de marca- (proto-sinal), número natural, número de figura, objectivo da formação, paradoxo cognitivoAbstract
The systematic difficulties of understanding aroused by the teaching of mathematics lead to the question of the type of cognitive functioning required by mathematical activity. Is the way of thinking and seeing that is required to be able to understand in mathematics one that is spontaneously practiced in other disciplines, or is it profoundly different?References
Duval, Raymond. Sémiosis et pensée humaine. Berne: Peter Lang, 1995.
Duval, Raymond. Les conditions cognitives de l‘apprentissage de la géométrie: développement de la visualisation, différenciation des raisonnements et coordination de leurs fonctionnements. Annales de Didactique et de Sciences Cognitives,10, 5-53, 2005.
Duval, Raymond. A cognitive analysis of problems of comprehension in a learning of mathematics. Educational Studies in Mathematics, 61, 103-131, 2006a.
Duval, Raymond. Transformations de représentations sémiotiques et démarches de pensée en mathématiques. In J-C. Rauscher (Ed.) Actes du XXXIIe Colloque COPIRELEM.67-89. Strasbourg : IREM, 2006b.
Duval, Raymond. « Objet »: un mot pour quatre ordres de réalité irréductibles ? (Ed. J. Baillé et Lima) Du mot au concept. Objet 79-108. Grenoble : Presses Universitaires, 2009.
