Interdisciplinarity in Mathematics Education: From Semiotic to Educational Processes

Roberto Capone

doi:10.29333/ejmste/11508

Full Text (PDF)

Roberto Capone ¹ ^*

More Detail

¹ University of Bari, ITALY^* Corresponding Author

Abstract

In this theoretical essay, we find inspiration in Lotman’s semiotics, in Morìn’s sociology of education, the studies of cultural psychology and psychoanalysis of Valsiner and De Luca Picione, and other cultural stimuli coming from the didactics of mathematics. The notion of boundary and liminality was developed and discussed to grasp a relationship between some psychological processes and some transformative aspects of educational processes. Our idea is that an interdisciplinarity education could help orient disciplinary resources towards common educational goals and acquire the skills necessary for each student to be a citizen of the glocal community.

Keywords

interdisciplinarity
mathematics education
semiotics
border

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 18, Issue 2, February 2022, Article No: em2071

https://doi.org/10.29333/ejmste/11508

Publication date: 10 Jan 2022

Article Views: 2229

Article Downloads: 1541

Open Access Disclosures References How to cite this article

Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

References

Adesso, M. G., Capone, R., & Spagnolo, C. (2020). Teacher training activities in secondary school focused on interdisciplinarity. Quaderni di Ricerca in Didattica (Mathematics) [Research Notebooks in Didactics (Mathematics)], 7.
Apostel, L. (1972). Interdisciplinarity: Problems of teaching and research in universities. OECD Publications Center.
Aristotele. (1979). Etica nicomachea [Nicomachean ethics]. [Translated by A. Plebe].
Aristotele. (2020). Metafisica [Metaphysics]. Traduzione a cura dell’autore, qui A9, 992b30-33 [Translated by the author, here A9, 992b30-33].
Bakhtin, M. (1986). The problem of text in linguistics linguistics philology and the human sciences an experiment in philosophical [Translated by V. W. McGhee (Ed.)]. Caryl Emerson and Michael Holquist.
Bassong, M. (2013). Le savoir Africain: Essai sur la théorie avancée de la connaissance [African knowledge: An essay on the advanced theory of knowledge]. Kiyikaat Éditions.
Bernardini, C. (n. d.). Come raccontano gli scienziati [As the scientists tell]. Fare scuola/1. La narrazione [Teaching /1. The narration]. Quaderni di cultura didattica [Notebooks of didactic culture]. F. Frabboni, R. Maragliano, & B. Vertecchi (Eds.). La Nuova Italia.
Bion, W. R. (1972). Apprendere dall’esperienza [Learning from experience]. Roma: Armando Editore [translated from A. Armando-P. Bion-S. Bordi].
Boisot, M. (1972). Disciplinarity and interdisciplinarity. In OECD interdisciplinarity - Problems of teaching and research in universities (pp. 89-97). OECD.
Borg, E. (2014). Liminality at work: Mobile project workers in-between [Doctoral dissertation, Linköping University]. https://doi.org/10.3384/diss.diva-105481
Borg, E., & Söderlund, J. (2015). Liminality competence: An interpretative study of mobile project workers’ conception of liminality at work. Management Learning, 46(3), 260-279. https://doi.org/10.1177/1350507613516247
Bourguignon, A. (1997). De la pluridisciplinarité à la transdisciplinarité [From multidisciplinarity to transdisciplinarity]. Congrès de Locarno, 30 Avril-2 Mai, Annexe au document de synthèse [Locarno Congress, April 30-May 2, Annex to the summary document]. UNESCO. http://cirettransdisciplinarity.org/locarno/loca5c1.php
Bruner, J. S. (1990). Acts of meaning. Harvard University Press.
Bruner, J. S. (2005). La mente a più dimensioni [The multi-dimensional mind]. Laterza.
Capone, R. (2021). Il confine come spazio semiotico di incontro tra le culture: Il caso della matematica [The border as a semiotic space of encounter between cultures: The case of mathematics]. Quaderni di Ricerca in Didattica (Mathematics) [Research Notebooks in Didactics (Mathematics)], 4, 41-57.
Capone, R. (2021). L’idea del confine e della liminalità: dai processi semiotici della mente ai processi educativi [The idea of the border and liminality: from the semiotic processes of the mind to educational processes]. Quaderni di Ricerca in Didattica (Mathematics) [Research Notebooks in Didactics (Mathematics)], 3, 75-93.
Capone, R., Adesso, M. G., Del Regno, F., Lombardi, L., & Tortoriello, F. S. (2021). Mathematical competencies: A case study on semiotic systems and argumentation in an Italian high school. International Journal of Mathematical Education in Science and Technology, 52(6), 896-911. https://doi.org/10.1080/0020739X.2020.1726517
Capone, R., Rogora, E., & Tortoriello, F. S. (2017). La matematica come collante culturale nell’insegnamento [Mathematics as a cultural glue in teaching]. Matematica, Cultura e Società. Rivista dell’Unione Matematica Italiana [Mathematics, Culture and Society. Journal of the Italian Mathematical Union], 2(3), 293-303.
Castelnuovo, E. (2013). Un metodo attivo nell’insegnamento della geometria intuitiva [An active method in teaching intuitive geometry]. La Matematica nella Società e Nella Cultura. Rivista dell’Unione Matematica Italiana [Mathematics in Society and Culture. Journal of the Italian Mathematical Union], 6(1), 137-148.
Chiosso, G. (2005). Il problema della personalizzazione [The problem of personalization]. Conferenza CEI-IRC.
De Angelis, V. (1996). The logic of complexity: Introduction to system theories. Pearson Italia Spa.
De Luca Picione, R. & Freda, M. F. (2014). Catalysis and morphogenesis: The contextual semiotic configuration of form, function, and fields of experience. In K. R. Cabell, & J. Valsiner (Eds.), The catalyzing mind beyond models of causality. The catalyzing mind annals of theoretical psychology (Vol. 11, pp. 149-163). Springer. https://doi.org/10.1007/978-1-4614-8821-7_8
De Luca Picione, R. & Freda, M. F. (2016). Borders and modal articulations. Semiotic constructs of sensemaking processes enabling a fecund dialogue between cultural psychology and clinical psychology. Integrative Psychological and Behavioral Science, 50(1), 29-43. https://doi.org/10.1007/s12124-015-9318-2
De Luca Picione, R. & Freda, M. F. (2016). Possible use in psychology of threshold concepts in order to study sensemaking processes. Culture & Psychology, 22(3), 362-375. https://doi.org/10.1177/1354067X16654858
De Luca Picione, R. & Valsiner, J. (2017). Psychological functions of semiotic borders in sense-making: Liminality of narrative processes. Europe’s Journal of Psychology, 13(3), 532. https://doi.org/10.5964/ejop.v13i3.1136
De Luca Picione, R. (2015). The mind as a form, the mind as a text: a semiotic-psychological investigation of the processes of meaning. Mimesis.
Derrida, J. (1996). Specters of Marx. The state of the debt, the work of mourning and the new international. (Translated by P. Kamuf). Routledge.
Doig, B., Williams, J., Swanson, D., Ferri, R. B., & Drake, P. (2019). Interdisciplinary mathematics education: The state of the art and beyond. Springer. https://doi.org/10.1007/978-3-030-11066-6
Duval, R. (1995). Sémiosis et pensée humaine: registres sémiotiques et apprentissages intellectuels [Semiosis and human thought: semiotic registers and intellectual learning]. Peter Lang.
Freudenthal, H. (1986). Didactical phenomenology of mathematical structures (Vol. 1). Springer Science & Business Media.
Garbellano, S. (2017). Il valore delle soft skills [The value of soft skills]. In AA. VV. (Ed.), Soft skills che generano valore. Le competenze trasversali per l’industria 4.0 [Soft skills that generate value. Transversal skills for industry]. Franco Angeli.
Gaulin, C. (1986). Tendencias actuales en la enseñanza de la matemáticas a nivel internacional [Current trends in the teaching of mathematics internationally]. Números. Revista de Didáctica de las Matemáticas [Numbers. Journal of Mathematics Didactics], 14, 11-18. http://funes.uniandes.edu.co/6762/
Harari, Y. N., & Piani, M. (2019). 21 lezioni per il XXI secolo [21 lessons for the 21st century]. Bompiani.
INVALSI. (2016). Rilevazioni nazionali sugli apprendimenti 2015-16 [National surveys on learning 2015-16]. Technical report. http://www.invalsi.it/invalsi/doc_evidenza/2016/002_Rapporto_tecnico_2016.pdf
Jantsch, E. (1972). Inter-and transdisciplinary university: A systems approach to education and innovation. Higher Education, 1(1), 7-37. https://doi.org/10.1111/j.1468-2273.1947.tb02067.x
Jullien. F. (2006). If talking goes without saying. Logos and other resources. Le Seuil.
Klein, J. T. (1990). Interdisciplinarity: History, theory, and practice. Wayne State University Press.
Lichnerowicz, A. (1972). Mathematic and transdisciplinarity. In L. Apostel, G. Berger, & B.-G. Michaud (Eds.), Interdisciplinarity: Problems of teaching and research in universities (pp. 121-127). OECD Publishing.
Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology,140, 44-53.
Lotman, J. (1985). A theory of the mutual relationship between cultures. The semiosphere. Asymmetry and dialogue in thinking structures, pp. 113-129.
Lotman, J. (1985). La semiosfera: L’asimmetria e il dialogo nelle strutture pensanti [The semiosphere: Asymmetry and dialogue in thinking structures]. A cura di S. Salvestroni, Marsilio,Venezia.
Lotman, J. (1991). Repetitiveness and uniqueness in the mechanism of culture (Povtoryaemost’ i unikal’nost’ v mekhanizme kul’tury). Draft manuscript.
Lotman, J. (2000). Universe of the mind: A semiotic theory of culture. Indiana University Press.
Lotman, J. (2005). On the semiosphere. Sign Systems Studies, 33(1), 205-229. https://doi.org/10.12697/SSS.2005.33.1.09
Lotman, J. (2009). Culture and explosion (Vol. 1). De Gruyter Mouton. https://doi.org/10.1515/9783110218473
Lotman, J. (2013). The unpredictable workings of culture. Tallinn University Press.
Lotman, J., & Uspenskij, B. A. (1975). Tipologia della cultura [Typology of culture]. Bompiani.
Mellone, M., & Ramploud, A. (2015). Additive structure: An educational experience of cultural transposition. In Proceedings of the 23rd ICMI Study: Primary Mathematics Study on Whole Numbers, pp. 567-574.
Miller, R. C. (1982). Varieties of interdisciplinary approaches in the social sciences: A 1981 overview. Issues in Integratrative Studies, 1, 1-37. https://doi.org/10.1111/j.1540-4560.1981.tb00824.x
MIUR. (2018). Indicazioni Nazionali. https://www.gazzettaufficiale.it/eli/id/2010/12/14/010G0232/sg
Morin, E. (1993). La connaissance de la connaissance [Knowledge of knowledge]. Editions du Seuil. Collection Essais Points.
Morin, E. (2000). La testa ben fatta: Riforma dell’insegnamento e riforma del pensiero [A well-made head: teaching reform and thought reform]. Cortina.
Morin, E. (2000). The well-made head: Education reform and thought reform. Cortina.
Neisser, (1967). Cognitive psychology. Meredith Publishing Company.
Nicolescu, B. (2014). Il manifesto della transdisciplinarità [The manifesto of transdisciplinarity]. Armando Siciliano.
Nota MIUR. (2018). Raccomandazioni del 22 maggio 2018 [Recommendations of 22 May 2018]. Nota MIUR del 4 ottobre 2018 [MIUR note of 4 October 2018].
OECD. (2019). PISA 2018 assessment and analytical framework. OECD Publishing. https://doi.org/10.1787/b25efab8-en
Pezzini, I., & Sedda, F. (2004). Semiosfera. A cura di R. Coglitore, & F. Mazzara, pp. 368-379.
Piaget, J. (1972). The epistemology of interdisciplinary relationships. In L. Apostel, G. Berger, & A. Briggs (Eds.), Centre for Educational Research and Innovation, Interdisciplinarity: Problems of Teaching and Research in Universities (pp. 127-139). OECD Publishing.
Piaget, J. (2020). L’ épistémologie des relations interdisciplinaires [The epistemology of interdisciplinary relations]. Foundation Jean Piaget, 154-171. https://doi.org/10.1515/9783112415504-006
Sinisgalli, L. (1951). Natura calcolo fatasia [Nature calculation fantasy], Pirelli, 3, 54-55.
Szymborska, W. (2018). Letture facoltative [Optional reading]. Adelphi.
Turner, V. (1982). From ritual to theatre: The human seriousness at play. PAJ Publications.
Turner, V. (1969). Liminality and communitas. In The ritual process: Structure and anti-structure (pp. 94-113). Aldine Publishing. https://doi.org/10.4324/9781315134666-3
Turner, V. (1987). The liminal period in rites of passage. In L. C. Mahdi, S. Foster, & M. Little (Eds.), Betwixt & between: Patterns of masculine and feminine initiation (pp. 3-22). La Salle.
Valsiner, J. (2007). Culture in minds and societies: Foundations of cultural psychology. SAGE. https://doi.org/10.4135/9788132108504
Valsiner, J. (2013). Cultural psychology. In K. D. Keith (Ed.), The encyclopedia of cross‐cultural psychology (pp. 319-327). Wiley-Blackwell. https://doi.org/10.1002/9781118339893.wbeccp132
Valsiner, J. (2014). Breaking the arrows of causality: The idea of catalysis in its making. In K. R. Cabell, & J. Valsiner (Eds.), The catalyzing mind (pp. 17-32). Springer. https://doi.org/10.1007/978-1-4614-8821-7_2
van Gennep, A. (1960). The rites of passage [Les rites de passage, 1909]. [Translated by M. B. Vizedom, & G. L. Caffee]. University of Chicago Press. https://doi.org/10.7208/chicago/9780226027180.001.0001
Varzi, A. C. (2005). Theory and practice of boundaries. Intelligent Systems, 17(3), 399-418. https://doi.org/10.1057/978-1-137-55278-5_4
Vygotskij, L. S. (1965). Pensiero e linguaggio [Thought and language]. Giunti.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge.
Winnicott, D. W. (1975). From pediatrics to psychoanalysis. Martinelli.

How to cite this article

APA

Capone, R. (2022). Interdisciplinarity in Mathematics Education: From Semiotic to Educational Processes. Eurasia Journal of Mathematics, Science and Technology Education, 18(2), em2071. https://doi.org/10.29333/ejmste/11508

Vancouver

Capone R. Interdisciplinarity in Mathematics Education: From Semiotic to Educational Processes. EURASIA J Math Sci Tech Ed. 2022;18(2):em2071. https://doi.org/10.29333/ejmste/11508

AMA

Capone R. Interdisciplinarity in Mathematics Education: From Semiotic to Educational Processes. EURASIA J Math Sci Tech Ed. 2022;18(2), em2071. https://doi.org/10.29333/ejmste/11508

Chicago

Capone, Roberto. "Interdisciplinarity in Mathematics Education: From Semiotic to Educational Processes". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 2 (2022): em2071. https://doi.org/10.29333/ejmste/11508

Harvard

Capone, R. (2022). Interdisciplinarity in Mathematics Education: From Semiotic to Educational Processes. Eurasia Journal of Mathematics, Science and Technology Education, 18(2), em2071. https://doi.org/10.29333/ejmste/11508

MLA

Capone, Roberto "Interdisciplinarity in Mathematics Education: From Semiotic to Educational Processes". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 2, 2022, em2071. https://doi.org/10.29333/ejmste/11508