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Submitted
Sep 9, 2018
Published
May 29, 2017
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Abstract

This paper presents a teaching experiment aiming at constructing the meaning of axial symmetry through the mediation of a “duo of artefacts”, made up by a digital artefact and a manipulative one. The meaning of the term “mediation” is described and used from a dual perspective, joining General Didactics and Mathematics Education. Herein, we describe an interactive book, created in a Dynamic Geometry Environment and a teaching sequence, based on the use of such a digital artefact, combined with a manipulative one. The main potential of the interactive book is based on the possibility to drag geometric objects and observe the effects of the dragging. The sequence has been experimented with a 4th grade class and the activities have been videotaped and analysed. Results have been analysed through the cited dual perspective and reveal how the mediation of the duo of artefacts can foster the construction of the mathematical meaning. In this paper we show how the digital artefact, acting in synergy with the manipulative artefact, seems to exploit the potential of the sequence in terms of embodied involvement of the pupils in their cognitive process.

Keywords

Synergy between artefacts Digital artefacts Co-disciplinarity Didactic Mediation Theory of Semiotic Mediation

Article Details

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How to Cite
Faggiano, E., Montone, A., & Rossi, P. G. (2017). The synergy between Manipulative and Digital Artefacts in a Mathematics Teaching Activity: a co-disciplinary perspective. Journal of E-Learning and Knowledge Society, 13(2). https://doi.org/10.20368/1971-8829/138