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In this paper, I want to illustrate a phenomenon related to the treatment and conversion of semiotic representations whose sense derives from a shared practice. On the one hand, the passage from one representation of a mathematical object to another, through transformations, maintains the meaning of the object itself, but on the other hand, sometimes can change its sense. This is shown in detail through an example, inserted within a wide theoretical framework that takes into account mathematical objects, their meanings and their representations. [ABSTRACT FROM AUTHOR]

In this paper is presented a theoretical articulation of the notion of "mathematical convention" as knowledge generation process in the framework of the socioepistemologic approximation in Mathematics Education. To achieve this, is done a brief description of the basic notions of the socioepistemologic approximation and are presented the basic evidences that allow to interpret the "mathematical convention" as a generator of knowledge in this framework. Later we are sketched some examples that give evidences of the operation of this notion as constituent process in the construction of the mathematical knowledge. [ABSTRACT FROM AUTHOR]

This paper synthesizes the results of an investigation work (Montiel, 2002) about the didactic system's interaction, when these are carried out in an education scenario at distance. We report, within the socioepistemological framework and empirical evidence, how a derivative learn situation can be develop, taking this (the derivative) like variations successive organization. [ABSTRACT FROM AUTHOR]

In this paper, we show that the hidden curriculum approach is relevant for math teaching at different levels of the French education system, from senior high school to tertiary education to first year of math secondary teacher training. Considering that the existence of learning necessities non explicitly cared about by any institution is a phenomenon that is impossible to avoid, we propose several ways to manage with the difficulties that creates this curriculum ignored by the education system. [ABSTRACT FROM AUTHOR]