Unfolding Teachers’ Interpretative Knowledge into Semiotic Interpretative Knowledge to Understand and Improve Mathematical Learning in an Inclusive Perspective

In this article, grounded in the concept of interpretative knowledge (IK), which is well known literature, we introduce and discuss construct semiotic (SIK). This theoretical tool unfolds interpretation conceptual into a broader that intertwines use representations with manifold aspects mathematical learning. first part Duval’s semio-cognitive approach, semiotics element characterizing specific cognitive functioning mathematics. On basis some classic examples from relevant then show necessity introducing component IK to expand interpretive power teacher. second through analysis six episodes involving students learning disorder (SLD) engaged activities, how development teacher’s SIK emerges as necessary condition for implementation inclusive teaching practices. permits us face research question focused on allows understand student’s behavior special needs educational context provide effective feedback. sense, shown be an intrinsic prerequisite teaching, thus extending components pedagogical content (PCK).