Enhancing Teacher Training in Mathematics Education: A Model for a Semiotic Approach to Feedback and Interpretative Knowledge

This research introduces a comprehensive model for a teacher training course centered on Semiotic Interpretative Knowledge (SIK) in mathematics education. Highlighting the critical need for specialized training, the course is designed to refine teachers’ abilities to interpret student’s responses through a semiotic lens, especially when conceptual knowledge remains hidden behind difficulties related to patterns of sign use. It focuses on equipping educators with advanced semiotic interpretation skills, thereby enhancing their capability to offer deeper, more meaningful, and effective feedback in mathematics classrooms. The model not only delineates the key features of the designed course but also lays a foundation for future investigations into its feasibility and impact.