Primeiro prêmio no concurso nacional de pedagogia da Itália" Lo Stilo D Oro". Uma das
qualidades da obra encontra-se no fato de permitir entrar rapidamente nas diferentes …

In this article I present some results from a 5-year longitudinal investigation with young
students about the genesis of embodied, non-symbolic algebraic thinking and its …

How do instructors guide students to discover mathematical content? Are current
explanatory models of pedagogical practice suitable to capture pragmatic essentials of …

In this article we offer a theoretical discussion of teachers' mathematics-for-teaching, using
complexity science as a framework for interpretation. We illustrate the discussion with some …

Several years ago, I had the opportunity to conduct longitudinal research in four Junior High-
School classes about the teaching and learning of algebra. The timing was just perfect: the …

The goal of this article is to present a sketch of what, following the German social theorist
Arnold Gehlen, may be termed “sensuous cognition.” The starting point of this alternative …

Classical semiotic approaches are too narrow to investigate the didactical phenomena in the
mathematics classroom. In addition to the standard semiotic resources used by students and …

Eighty years ago, LS Vygotsky complained that psychology was misled in studying thought
independent of emotion. This situation has not significantly changed, as most learning …

Pattern generalization is considered one of the prominent routes for introducing students to
algebra. However, not all generalizations are algebraic. In the use of pattern generalization …

In this article, I introduce a typology of forms of algebraic thinking. In the first part, I argue that
the form and generality of algebraic thinking are characterised by the mathematical problem …