La consapevolezza dell’insegnante della dimensione semio-cognitiva dell’apprendimento della matematica

This paper addresses the issue of the mathematics teacher’s awareness of the semiotic and cognitive aspects of learning, especially by highlighting the degree of awareness that the teacher shows about: (1) the level at which what the institution proposes as a mathematical object is placed and the level at which what the institution proposes as a semiotic representation of that mathematical object is placed; (2) the different aspects of a semiotic representation that the student able to handle the representation and the student who handles the representation with difficulty may focus on; (3) the semiotic conflicts gen- erated by the contents of semiotic representations that are similar to each other in some respects. The is- sue is addressed within a broad theoretical framework based mainly on the semio-cognitive approach in- troduced by Raymond Duval, the semiotic-interpretive approach of the Peircean tradition, and the anthropological theory of the didactics by Yves Chevallard