Investigating the effectiveness of a training model for developing semiotic interpretative knowledge in mathematics education

This study examines the development of Semiotic Interpretative Knowledge (SIK) in a teacher training course designed according to a model focusing on semiotic functions in feedback. The course is structured in three phases, including feedback formulation, exemplar analysis, and reflective discussion on quality criteria. Data analysis revealed an evolution in participants' feedback, from minimal semiotic attention to advanced use of semiotic functions. The results emphasize the model's efficacy in enhancing SIK and its critical role in improving feedback effectiveness.