Approches sémiotiques et langagières en physique et en mathématiques
In physics and mathematics, there is a growing interest in studying the meanings that teachers and students construct through the mobilization of several semiotic systems, including embodied action, such as gestures, body postures, rhythm and speech. In this article, we propose a comparison of two a...
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| Publicat a: | URI:https://journals.openedition.org/adsc, |
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| Autors principals: | , |
| Format: | Article ou chapitre numérique |
| Idioma: | Français |
| Publicat: |
Annales de Didactique et de Sciences Cognitives
2024
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| Matèries: | |
| Accés en línia: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Sumari: | In physics and mathematics, there is a growing interest in studying the meanings that teachers and students construct through the mobilization of several semiotic systems, including embodied action, such as gestures, body postures, rhythm and speech. In this article, we propose a comparison of two approaches, developed in parallel in each of these disciplines. In physics, it is the function of models in the scientific community of physicists that guides the consideration of semiotic systems to account for the reciprocal meaning of material situations and taught concepts. In mathematics, it is the very nature of activity - considered at the same time as ideal, material and sensible - which leads to a consideration of the semiotic systems which underlie it, a consideration which allows us to shed new light on the processes of teaching and learning |
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