Abstract

SERRANO GOMEZ, Wladimir. The meaning of objects in the mathematics classroom. Rev. Ped [online]. 2005, vol.26, n.75, pp.131-166. ISSN 0798-9792.

This article addresses the central issue of what is «meaning» in math education. It begins by considering some analytic and operational definitions of objects, taking into account the use made of such objects and the explanation given for these, emphasizing the role of these two components in the definition of object meaning. Also, the role of the context of production (Alson, 2000), student conceptions in the assigning of meaning to mathematical objects in the classroom and to objects related to mathematical activity like demonstrating, explaining, and exemplifying are emphasized. By means of a case study with a group of seventh graders, the diversity of meanings given to objects such as point, straight line, segment, circumference, circle, triangle, and quadrangle is shown. Meanings removed from the ones usually assigned to these objects in the classroom were found, some of which were both appropriate and abstract. Additionally, some inconsistencies between the correct definitions provided by some students and the doubts they showed in representing objects they had correctly defined were found.

Keywords : mathematical objects; math education; object meanings; science teaching.