<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022023000100689</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349256699eng</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Semiotic bundle approach and Onto-Semiotic Approach: a dialogue between two theories on an arithmetic-algebraic problem]]></article-title>
<article-title xml:lang="pt"><![CDATA[Abordagem semiótica do feixe e abordagem OntoSemiótica: um diálogo entre duas teorias sobre um problema aritmético-algébrico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manolino]]></surname>
<given-names><![CDATA[Carola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giacomone]]></surname>
<given-names><![CDATA[Belén]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Beltrán-Pellicer]]></surname>
<given-names><![CDATA[Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Turin  ]]></institution>
<addr-line><![CDATA[Turin ]]></addr-line>
<country>Italy</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of the Republic of San Marino  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Republic of San Marino</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,University of Zaragoza  ]]></institution>
<addr-line><![CDATA[Zaragoza ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100689&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100689&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100689&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research rests on the analysis of a mathematical task, concerning an arithmetic-algebraic problem and its solution, using theoretical tools from two main frames: the Semiotic Bundle Approach (SBA) and the Onto-Semiotic Approach (OSA). The activity has been examined by two original video recordings of the group consisting of five pupils of primary education. By presenting an empirical case of networking of theories, the objective is to begin a dialogue with the two approaches, reading the asymmetries found between their languages, with the aim of getting some new insights into the mathematical problem. Whereas the SBA, in a systematic approach, is particularly apt to focus on the relationships among the different multimodal semiotic resources used by the students in the short timescales of the classroom story (an embodied cognitive focus), the OSA incorporates a set of conceptual tools to address the analysis of the different facets that interact in a mathematical education process. Mainly the SBA describes the importance of the bundle of signs (like gestures, words, written signs) for mathematical thinking and communication and its multimodality, whereas the OSA favours the description of objects and processes that emerge from the mathematical practices. The results from this joint analysis provide a rich insight into the observed phenomenon and help initiate a dialogue between theories in Mathematics Education, within a Semiosphere generated by the networking between SBA and OSA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa baseia-se na análise de uma tarefa matemática, sobre um problema aritmético-algébrico e sua solução, utilizando ferramentas teóricas de dois quadros de referência principais: a Abordagem Semiótica do Conjunto (SBA) e a Abordagem Onto-Semiótica (OSA). A atividade foi examinada por meio de duas gravações em vídeo originais do grupo composto por cinco alunos do ensino fundamental. Ao apresentar um caso empírico de rede de teorias, o objetivo é começar a dialogar com as duas abordagens, lendo as assimetrias presentes entre suas linguagens, com o objetivo de obter novos insights sobre o problema matemático. Enquanto o SBA, em uma abordagem sistemática, é particularmente apto a focar as relações entre os diferentes recursos semióticos multimodais usados pelos alunos nos curtos prazos da história em sala de aula (um foco cognitivo incorporado), o OSA incorpora um conjunto de ferramentas conceituais para abordam a análise das diferentes facetas que interagem em um processo de educação matemática. Principalmente a SBA descreve a importância do conjunto de signos (como gestos, palavras, signos escritos) para o pensamento matemático e a comunicação e sua multimodalidade, e a OSA favorece a descrição de objetos e processos que emergem das práticas matemáticas. Os resultados desta análise conjunta fornecem uma rica visão do fenômeno observado e ajudam a iniciar um diálogo entre as teorias em Educação Matemática, dentro de uma Semiosfera gerada pela articulação entre SBA e OSA.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Primary School arithmetic-algebraic problem]]></kwd>
<kwd lng="en"><![CDATA[Networking of theories]]></kwd>
<kwd lng="en"><![CDATA[Onto-semiotic approach]]></kwd>
<kwd lng="en"><![CDATA[Semiotic bundle approach]]></kwd>
<kwd lng="en"><![CDATA[Semiosphere]]></kwd>
<kwd lng="pt"><![CDATA[Problema aritmético-algébrico da escola primária]]></kwd>
<kwd lng="pt"><![CDATA[Rede de teorias]]></kwd>
<kwd lng="pt"><![CDATA[Abordagem OntoSemiótica]]></kwd>
<kwd lng="pt"><![CDATA[Abordagem do Feixe Semiótico]]></kwd>
<kwd lng="pt"><![CDATA[Semiosfera]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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