This paper reports part of the author’s PhD research, that focuses on eigentheory teaching and learning processes. We describe how the results of a pilot study, based on multimodal semiotic analysis, together with a broader epistemological, didactical and ecological analysis of the mathematical knowledge at stake and the learning context have informed the conception and a priori analysis of activities and methodologies designed within the didactic engineering methodology. These activities have been designed by the author and the teacher of a linear algebra course, with a high number of class attendees, offered in a mechanical engineering degree program in a public University in Italy. We report the multimodal analysis of a fragment of students’ activity during the course implementation, to validate the hypotheses guiding their design.

Introducing eigenspaces: semiotic analysis and didactic engineering / Piroi, Margherita. - (2023), pp. 2499-2506. (Intervento presentato al convegno Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) tenutosi a Budapest (Hungary) nel 10-14 july 2023).

Introducing eigenspaces: semiotic analysis and didactic engineering

Piroi, Margherita
2023

Abstract

This paper reports part of the author’s PhD research, that focuses on eigentheory teaching and learning processes. We describe how the results of a pilot study, based on multimodal semiotic analysis, together with a broader epistemological, didactical and ecological analysis of the mathematical knowledge at stake and the learning context have informed the conception and a priori analysis of activities and methodologies designed within the didactic engineering methodology. These activities have been designed by the author and the teacher of a linear algebra course, with a high number of class attendees, offered in a mechanical engineering degree program in a public University in Italy. We report the multimodal analysis of a fragment of students’ activity during the course implementation, to validate the hypotheses guiding their design.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11583/2985435