Abstract

PINO-FAN, Luis R.; ASSIS, Adriana  and  GODINO, Juan D.. Analysis of the coupling process between the epistemic and cognitive facets of mathematical knowledge in the context of an exploratory-investigative task about patterns. Educ. mat. [online]. 2015, vol.27, n.1, pp.37-64.  Epub Apr 08, 2022. ISSN 2448-8089.

In this paper, we explore the coupling between the intended and implemented meanings by the teachers and the meanings achieved by the students in the context of an exploratory-investigative task on patterns, implemented in a class of the 7th grade of the basic education in Brazil. For this, we use the theoretical model known as Onto-Semiotic Approach (OSA) of mathematical knowledge and instruction, which allowed us to describe and interpret the interaction processes in the classroom and establish relations between the facets that, according to this model, compose the process of teaching and learning. As a result, we emphasize the complexity of the teacher's work, which should be able to recognize and negotiate the meanings produced by the students -not always contemplated in her initial planning- making decisions about the type of performance that should be adopted, moment-to-moment, throughout the process of study to ensure the optimization of learning.

Keywords : Instructional process analysis; Patterns; Classroom interaction; Onto-semiotic approach.

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