The Semiotic perspective in teachers’ training in Mathematics Education

This chapter delves into the semiotic perspective in mathematics teachers' training, emphasizing the fundamental role of Semiotic Interpretative Knowledge (SIK). Rooted in Duval's semio-cognitive approach, Semiotic Interpretative Knowledge addresses the semiotic challenges inherent in interpreting students' mathematical reasoning and providing effective feedback. The chapter outlines the theoretical framework of Semiotic Interpretative Knowledge, which integrates interpretative knowledge, Duval’s theory of semiotic registers, components of mathematical learning, and feedback. Through chosen examples and their analysis, it demonstrates how pre-service teachers can improve their feedback by recognizing and utilizing semiotic functions. The chapter concludes with a proposal for incorporating semiotic training into teacher education programs, aiming to enhance teachers' ability to interpret students' nonstandard responses and support their mathematical understanding. This work highlights the necessity of semiotic awareness in fostering inclusive and effective mathematics education.