This study broadens the notion of Interpretative Knowledge (IK) into Semiotic Interpretative Knowledge (SIK) by considering the role of semiotic systems in mathematical thinking and learning. We analyse the relationship between SIK and feedback structured in four categories according to the semiotic functions involved. Based on quantitative and qualitative data we scrutinize the SIK and feedback deployed by prospective primary school teachers. Although connected with teachers’ mathematical knowledge, SIK is a specialized knowledge that requires specific training.
From Interpretative Knowledge to Semiotic Interpretative Knowledge in prospective teachers’ feedback to students’ solutions / M. Asenova, A. Del Zozzo, G. Santi - In: Proceedings of the 46th of the International Group for the Psychology of Mathematics Education. 2: Research Reports, A – G / [a cura di] M. Ayalon, B. Koichu, R. Leikin, L. Rubel, M. Tabach. - Haifa : University of Haifa, 2023. - ISBN 978-965-93112-2-4. - pp. 51-58 (( Intervento presentato al 46. convegno Annual Meeting of the International Group for the Psychology of Mathematics Education tenutosi a Haifa nel 2023.
From Interpretative Knowledge to Semiotic Interpretative Knowledge in prospective teachers’ feedback to students’ solutions
M. Asenova
Primo
;
2023
Abstract
This study broadens the notion of Interpretative Knowledge (IK) into Semiotic Interpretative Knowledge (SIK) by considering the role of semiotic systems in mathematical thinking and learning. We analyse the relationship between SIK and feedback structured in four categories according to the semiotic functions involved. Based on quantitative and qualitative data we scrutinize the SIK and feedback deployed by prospective primary school teachers. Although connected with teachers’ mathematical knowledge, SIK is a specialized knowledge that requires specific training.
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