Effects of the association of registers of semiotic representation on the resolution of problems of direct proportionality

Abstract

This research focuses on the two main registers of semiotic representations in direct proportionality. Based on the theory of registers of semiotic representation, we examine the effects of tabular and graphical registers in solving problems of direct proportionality. We hypothesize that mobilized registers will have an impact on the performance of our learners. Using a factorial design, our study of ninety-two learners in the second year of secondary school (13-14 years old) evaluates the implementation of four pedagogical scenarios characterized by an identical discovery task, but mobilizing different semiotic registers.