Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Eleonora Faggiano, Roberto Capone
University of Bari Aldo Moro
⬇ Download PDFTo address the persistent gap between the drawing (perceptual) and the figure (theoretical) in geometry learning, we examine how a four‑phase sequence, implemented with 20 undergraduates, based on the synergy between manipulative and digital artefacts, supports robust construction in Dynamic Geometry Environments. We integrate Duval’s semiotic registers and the Instrumental Approach to investigate how an intermediate writing instructions task triggers semiotic conversions from perceptual to verbal register and impacted on instrumental genesis: students who identified functional dependencies developed robust schemes of use that withstand the drag-test, while perception-based approaches led to “soft” constructions, confirming the connection and underscoring the teacher’s role.
Synergy between artefactssemiotic conversionsinstrumental approachrobust constructionsDynamic Geometry Environment