From rote procedures to meaningful ones: a blended semiotic approach

This paper proposed a blended learning approach for supporting undergraduate students to overcome rote learning practices and for helping them to reflect on the rules and relations of the mathematics they are doing. To this aim a learning activity has been set up: it consists in time-restricted online tasks (to solve problems and write argumentation to justify what done), online individual feedbacks from teacher/tutor, weekly face-to-face meeting to discuss the online work. Among the added values of such blended setting we highlight the chance of achieving practices focusing on crucial topic such as argumentation, which are not allowed in traditional lectures based on one-to-hundred/s communication. With respect to written argumentation, here we have investigated students’ protocols, according to the frame of the functional linguistics.