Mathematical modelling education based on the use of semiotic representations in lower secondary school

Abstract

The article describes a didactic experience carried out in a 9th grade attitudinal class¹ and aims to investigate the students’ beliefs and skills regarding the use of semiotic representations in understanding and solving a mathematical situation. The didactic path consists of multiple activities aimed at stimulating the use of a vast range of semiotic registers (linguistic, numerical, algebraic and graphic) in mathematical problem-solving activity. The students participated with motivation and interest in the various activities, appreciating the relative references to the real world. The results show how accompanying the student to mathematize situations through the management of different representations of the same mathematical object allows for a deeper understanding of the mathematical problem and a more conscious use of the mathematical tools necessary for its resolution.

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¹ In Canton Ticino starting from 8th grade the students are inserted into basic and attitudinal courses depending on the mathematical skills reached at the end of the 7th grade.