Objectification processes in engineering freshmen while jointly learning eigentheory

In this paper we present the first results of an ongoing PhD study which investigates eigentheory teaching and learning processes. Drawing on a sociocultural theory, namely the theory of objectification, we study students’ collective meaning-making processes. A specifically designed activity, aimed at supporting these objectification processes, is described. University engineering freshmen, working in small groups, are prompted to jointly reconceptualize eigentheory notions and rules and to solve some problems. Then a few excerpts of one small group’s work are presented and analysed with a focus on students’ use of different semiotic resources, their mutual relationship and evolution.