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Chapter in" Handbook of Mathematics Teaching Research "Research Report

Font, V. & Rubio, N (2008). Onto-semiotic tools for the analysis of Our own practice. In B. Czarnocha (ed.), Handbook of Mathematics Teaching Research: Teaching Experiment - A Tool for Teacher-Researchers (pp. 165-180). University of Rzeszów: Rzeszów, Poland.


Abstract:
The analysis of the educational practise is an important part of professional development, as it permits reflection on the various issues that condition the teaching and learning processes. The complexity of these processes requires the integration and application of theoretical tools that facilitate carrying out a systemic analysis. The perspectives required to analyse mathematical practice in the classroom are diverse, but can be usefully grouped in three categories: 1) the epistemic perspective, the goal of which is to provide adequate tools - what we shall refer to as "onto-semiotic" tools - for analysing the objects and mathematical processes (personal and institutional) that intervene in an instructional process; 2) the normative perspective, which should furnish us with the tools for analysing the sociomathematical and social norms that regulate the study process; and, 3) the axiological perspective, which provides us with the tools to evaluate the efficacy of teachers' own practice. In this paper, we centre our study on the epistemic perspective and use the notions drawn from the onto-semiotic approach to mathematical cognition in analysing a textbook task.

Este trabajo se puede descargar de esta web:
http://www.webpersonal.net/vfont/FontRubioTRHandbook.pdf

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PME 32 (Morelia)

Font, V. & Planas, N. (2008). Mathematical practices, semiotic conflicts, and socio-mathematical norms. En O. Figueras, J.L. Cortina, S. Alatorre, T. Rojano & A. Sepúlveda (eds.), Proceedings of the Joint Conference PME32-PMENA XXX (Vol 3, pp. 17-23). CINVESTAV: México.


Abstract:
We adapt the onto-semiotic approach to research in mathematics education developed by Godino and his colleagues (e.g., Font, D'Amore & Godino, 2007; Godino, Batanero & Roa, 2005) in order to better understand certain disparities in the interpretation of classroom socio-mathematical norms (Yackel & Cobb, 1996). In this approach, the experience of Disparities in the interpretation of Norms Can Be conceptualizad as the experience of semiotic Conflicts. We explore semiotic Conflicts in the mathematics classroom in relation to: 1) Mathematical Practices That Are Being Developed Within the classroom, 2) socio-Mathematical Norms That Intervene in the orchestration of the practices, and 3) Differences in the interpretation of the norms.

This paper can be downloaded at this website:
http://www.webpersonal.net/vfont/PM32.pdf

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article in the journal Relima

Ramos, A. B Font, V. (2008). Eligibility criteria and assessment of changes in the process of math instruction. Latin American Journal of Mathematics Education, 11 (2), 233-265.

Summary:
The research presented is part of the onto-semiotic approach Cognition and Instruction Mathematics and central objective is to analyze the role of eligibility criteria on the argument that teachers do when they evaluate the institutional changes in the instructional process. In particular, we investigate the value of incorporating contextualized situations the process of teaching and learning functions in the "Introduction to Mathematics", given at the Faculty of Economics and Social Sciences at the University of Carabobo (Venezuela).

This article can be downloaded from this web address:
http://www.webpersonal.net/vfont/Criteriosdef.pdf