Understanding the onto-semiotic approach in mathematics education through the lens of the cultural historical activity theory

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dc.contributor.authorGodino, Juan D.
dc.contributor.authorBatanero, Carmen
dc.contributor.authorBurgos, María
dc.contributor.authorWilhelmi, Miguel R.
dc.contributor.departmentEstadística, Informática y Matemáticases_ES
dc.contributor.departmentEstatistika, Informatika eta Matematikaeu
dc.date.accessioned2024-11-08T09:12:59Z
dc.date.available2024-11-08T09:12:59Z
dc.date.issued2024-05-29
dc.date.updated2024-11-08T09:06:29Z
dc.description.abstractResearch 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.en
dc.description.sponsorshipResearch carried out in the framework of Project PID2022-139748NB-I00 funded by. MICIU/AEI/https://doi.org/10.13039/501100011033/ and by ERDF, EU. Funding for open access publishing: Universidad de Granada/CBUA.
dc.format.mimetypeapplication/pdfen
dc.identifier.citationGodino, 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. https://doi.org/10.1007/s11858-024-01590-y.
dc.identifier.doi10.1007/s11858-024-01590-y
dc.identifier.issn1863-9690
dc.identifier.urihttps://academica-e.unavarra.es/handle/2454/52469
dc.language.isoeng
dc.publisherSringer
dc.relation.ispartofZDM - Mathematics Education (2024), vol. 56
dc.relation.projectIDinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2021-2023/PID2022-139748NB-I00/ES/
dc.relation.publisherversionhttps://doi.org/10.1007/s11858-024-01590-y
dc.rights© The Author(s) 2024. This article is licensed under a Creative Commons Attribution 4.0 International License
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectCultural historical activity theoryen
dc.subjectMathematics educationen
dc.subjectNetworking theoriesen
dc.subjectOnto-semiotic approachen
dc.titleUnderstanding the onto-semiotic approach in mathematics education through the lens of the cultural historical activity theoryen
dc.typeinfo:eu-repo/semantics/article
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublication
relation.isAuthorOfPublicationce311923-583b-4f85-9392-be34254f7961
relation.isAuthorOfPublication.latestForDiscoveryce311923-583b-4f85-9392-be34254f7961

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