An onto-semiotic approach to the normative dimension in mathematics education.

Abstract

The concepts of didactical contract, social norms and socio-mathematical norms are very relevant in mathematics education, where they are conceptualized and applied in different ways and settings. In this article, we present a synthesis of various perspectives of norms and didactical contract as well as an onto-semiotic approach to these notions in order to include them as part of the «normative dimension» of teaching and learning processes. Using this approach we categorize the norms according the facet the norm refer to: epistemic, cognitive, interactional, meditational, affective and ecological. Finally, we apply the didactical suitability criteria to provide an axiological rationality to the didactical analysis.