Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Maria Giuseppina Adesso, Roberto Capone, Eleonora Faggiano, Oriana Fiore
University of Bari Aldo Moro
⬇ Download PDFThis paper proposes a theoretical framework for understanding interdisciplinarity in mathematics education as a comparison of rationalities. To this aim we refer to Habermas’s construct of rationality and conceptualise disciplinary borders as semiotic spaces of negotiation, according to the the lens offered by De Luca Picione and Valsiner. The framework is operationalised by analysing a case study, based on the Fagnano’s problem, illustrating how students navigate mathematical and physical rationalities. The findings show how communicative acts mediate epistemological negotiations at the border between the disciplines, supporting the co-construction of meaning and a synthesised interdisciplinary understanding
interdisciplinaritySemioticsPragmaticsborders