Miglena Asenova
Biographic Data
| ID | 9975601 |
|---|---|
| NAME | Miglena Asenova |
| GIVEN NAMES | Miglena |
| FAMILY NAME | Asenova |
| SIGNATURE | ASENOVA M |
| AFFILIATIONS | Free University of Bozen-Bolzano |
| ORCID | 0000-0002-2475-6780 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Bridging the Gap
In this theoretical paper, an epistemic logical model for analysis of students’ argumentation and proof processes is presented. The model is conceived as a methodological tool addressed to the researcher in mathematics education that aims to shed light on the relations between argumentation and proof, highlighting the continuities and discontinuities within and between them. It reconciles the epistemic logic approach, which takes into account the…
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 in the literature, we introduce and discuss the construct of semiotic interpretative knowledge (SIK). This theoretical tool unfolds the interpretation of conceptual knowledge into a broader construct that intertwines the use of semiotic representations with the manifold aspects of mathematical learning. In the first part of the article, we first introdu…
No prominent works on this page.
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 in the literature, we introduce and discuss the construct of semiotic interpretative knowledge (SIK). This theoretical tool unfolds the interpretation of conceptual knowledge into a broader construct that intertwines the use of semiotic representations with the manifold aspects of mathematical learning. In the first part of the article, we first introdu…
Bridging the Gap
In this theoretical paper, an epistemic logical model for analysis of students’ argumentation and proof processes is presented. The model is conceived as a methodological tool addressed to the researcher in mathematics education that aims to shed light on the relations between argumentation and proof, highlighting the continuities and discontinuities within and between them. It reconciles the epistemic logic approach, which takes into account the…
Computer Science (2 works) · Epistemology (2 works) · Mathematics education (2 works) · Mathematics Education and Teaching Techniques (2 works) · Argumentation theory (1 works) · Artificial Intelligence (1 works) · Cognition (1 works) · Cognitive science (1 works) · Education and Critical Thinking Development (1 works) · Educational Assessment and Pedagogy (1 works)