Developing language through communication and conversion of semiotic systems

This paper investigates the use of language by 2 classes of 7th graders in a context involving linguistic exchanges and conversions between representation systems in mathematical setting. The pupils were given tasks requiring the verbal description of a figure by means of a written text with no drawings for one class, and the interpretation of the text for the other. Both the tasks have been dealt with through discussion. The constraints involved in the experiment (communication with people not sharing the same context of situation; conversions between figures, written and spoken texts) have been designed in order to promote the acquisition of linguistic skills suitable for the learning of mathematics.