Activity Theory (AT) can be regarded as a “multi-voiced” theory (Engeström, 1999; Kuutti, 1995): a framework gathering together a number of different studies carried out by researchers across the world and from different disciplines, that develop at different levels a core of shared “ideas” or “concepts” – the hierarchical structure of activity, and tool mediation among others – whose original initial expression and elaboration can be found in the studies of Vygotsky (1978) and Leont’ev (1964/1976). We will discuss a specific elaboration of the notion of mediation in relation to the use of artefacts to enhance mathematics teaching-learning with a specific focus on the teacher’s actions.
Semiotic mediation and teacher's actions
M.Maracci;
2013-01-01
Abstract
Activity Theory (AT) can be regarded as a “multi-voiced” theory (Engeström, 1999; Kuutti, 1995): a framework gathering together a number of different studies carried out by researchers across the world and from different disciplines, that develop at different levels a core of shared “ideas” or “concepts” – the hierarchical structure of activity, and tool mediation among others – whose original initial expression and elaboration can be found in the studies of Vygotsky (1978) and Leont’ev (1964/1976). We will discuss a specific elaboration of the notion of mediation in relation to the use of artefacts to enhance mathematics teaching-learning with a specific focus on the teacher’s actions.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
