Examining interaction in mathematical activities from different theoretical perspectives: The registers of semiotic representations and Habermas’ construct of rationality

¹ Department of Mathematics and Science Education, Hacettepe University, Ankara, Turkiye
² Department of Mathematics and Science Education, Hacettepe University, Ankara, Turkiye

^* Corresponding author: elifburcinorhan@gmail.com

Abstract

This study aims to examine and compare how Duval’s theory of registers of semiotic representations and Habermas’ construct of rationality approach the concept of interaction in mathematics classrooms. Duval defines conceptual understanding as the construction and use of representations of mathematical objects and states that students interact through representations in mathematical activities. Researchers adapting Habermas’ construct of rationality into mathematics education explain the interaction students engage in during mathematical activities by examining their tendencies to use representations of mathematical objects correctly and purposefully, and to communicate this process in a comprehensible way to others. It is noteworthy that both theories address student interaction with peers and teachers in mathematical activities but approach this concept from different perspectives. This study is focused on how these two theories can be used together based on the networking of theories and strategies to analyze interaction in mathematics classrooms. The results indicate that there are critical connections between these theories and that using them together to analyze the interaction students establish through the construction and use of representations can yield more detailed insights for mathematics teachers and researchers.