Abstract

GODINO, Juan D; FONT, Vicenç; CONTRERAS, Ángel  and  WILHELMI, Miguel R. Una visión de la didáctica francesa desde el enfoque ontosemiótico de la cognición e instrucción matemática. Relime [online]. 2006, vol.9, n.1, pp.117-150. ISSN 2007-6819.

In this work we analyze and compare the notions that propose the Theory of Didactic Situations, the Anthropological Theory of Didactic and the Theory of the Conceptual Fields to study the processes of mathematical cognition, as well as the contribution of the Dialectic instrument-object and of the Semiotic Representation Registers. The purpose is to identify the similarities, differences and complements of these theoretical models with the pretension of advancing toward a unified framework for the study of the cognitive and instructional phenomena in mathematics teaching. Also, we will show in what sense the mathematical ontology that is proposed in the Ontosemiotic Approach, along with the notion of semiotic function, can contribute to the progress and coherent articulation of these theories.

Keywords : Theoretical frameworks; mathematics education; knowledge; conceptions; schemes; meaning.

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