Handling a language to think together in the classroom: The case of the notion of equivalence

• Published in: The Journal of mathematical behavior Vol. 66; p. 100951
• Main Authors: Coppola, Cristina, Iannaccone, Antonio, Mollo, Monica, Pacelli, Tiziana
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.06.2022
• Subjects: Activity theory; Dialogic space for thinking; Equivalence; Knowledge appropriation; Language handling; Syntax/semantics; Syntax/semantics; Knowledge appropriation; Equivalence; Activity theory; Dialogic space for thinking; Language handling
• ISSN: 0732-3123; 1873-8028
• DOI: 10.1016/j.jmathb.2022.100951

This paper presents a research design carried out with fourth-grade class children. The study explores both an educational question and some theoretical considerations about the emergence of logical-mathematical modalities of thinking during activities involving collective linguistic handling. The activities are framed in an educational device whose core is the construction and handling by children of a procedural-algebraic language with a constant attention to the relationship between syntax and semantics of that language. The activities focus on appropriation of the equivalence notion, considered by many scholars an important prerequisite for understanding high-level mathematics. The main results show how children, to find solutions to the problematic situation, in interaction and within a safe dialogic space for thinking, handle the linguistic objects. It has been observed that the latter act as psychological tools allowing, in a continuous back and forth between syntax and semantics, children to arrive at an appropriation of the equivalence. •An educational device is presented, allowing students to ‘think together’.•Children handle a procedural-algebraic language through a continuous back and forth between syntax and semantics.•Manipulation of linguistic objects, acting as psychological tools, allows the internalization of the notion of equivalence.•Perspectives include: historical-cultural school, mathematical logic in relation to language and the notion of equivalence.