Understanding the Onto-Semiotic Approach in Mathematics Education through the Lens of the Cultural Historical Activity Theory
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Resumo
Research in mathematics education can be understood as a system of activities addressing the basic and applied problems related to teaching and learning of mathematics. Such a system includes the activities of foundation, planning, implementation, evaluation of mathematics instruction, and teacher professional development, which are supported by different theories. This diversity of theories raises interest in their comparison, coordination, and possible integration. The paper aims to present a case of application of the Cultural Historical Activity Theory (CHAT), in its 3rd and 4th generation versions, to analyze the emergence of the Onto-semiotic Approach to mathematical knowledge and instruction as a theoretical framework that addresses the study of the five partial activities mentioned above. This use of the CHAT can be useful in studies on theory articulation by focusing not only on the subjects, the object, and the instruments but also on the community context, the ecological-normative environment in which these activities take place, and the dilemmas or contradictions between theories.
Dados da obra
- Tipo
- Artigo
- Periódico
- ZDM: Mathematics Education, v. 56, n. 6, p. 1331-1344
- Editora
- Springer Science+Business Media
- Ano
- 2024 (2024-05-29)
- Idioma
- en
- Palavras-chave
- Mathematics Education; Mathematics Instruction; Faculty Development; Class Activities; Curriculum Design; Cultural Context; Theory Practice Relationship; ontosemiotic approach; cultural-historical activity theory; mathematical knowledge; theoretical integration; theory comparison; teacher professional development; mathematics teaching and learning; activity theory
- Temas
- Currículo, Formação de Professores de Matemática
- DOI
- 10.1007/s11858-024-01590-y
- ISSN
- 1863-9690, 1615-679X, 1863-9704
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- ERIC — Education Resources Information Center; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
GODINO, Juan D. et al.. Understanding the Onto-Semiotic Approach in Mathematics Education through the Lens of the Cultural Historical Activity Theory. ZDM: Mathematics Education, v. 56, n. 6, p. 1331-1344, 2024. DOI: https://doi.org/10.1007/s11858-024-01590-y.
APA
Godino, J. D., Batanero, C., Burgos, M., & Wilhelmi, M. R. (2024). Understanding the Onto-Semiotic Approach in Mathematics Education through the Lens of the Cultural Historical Activity Theory. ZDM: Mathematics Education, 56(6), 1331-1344. https://doi.org/10.1007/s11858-024-01590-y
BibTeX
@article{godino2024,
author = {Godino, Juan D. and Batanero, Carmen and Burgos, María and Wilhelmi, Miguel R.},
title = {Understanding the Onto-Semiotic Approach in Mathematics Education through the Lens of the Cultural Historical Activity Theory},
year = {2024},
journal = {ZDM: Mathematics Education},
volume = {56},
number = {6},
pages = {1331-1344},
publisher = {Springer Science+Business Media},
doi = {10.1007/s11858-024-01590-y},
language = {en}
}RIS
TY - JOUR AU - Godino, Juan D. AU - Batanero, Carmen AU - Burgos, María AU - Wilhelmi, Miguel R. TI - Understanding the Onto-Semiotic Approach in Mathematics Education through the Lens of the Cultural Historical Activity Theory PY - 2024 JO - ZDM: Mathematics Education VL - 56 IS - 6 SP - 1331 EP - 1344 DO - 10.1007/s11858-024-01590-y LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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