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