Analisi di un episiodio di risoluzione di un problema aritmetico-algebrico da parte di studenti di scuola primaria utilizzando due modelli teorici: l'approccio APC (Azione, Produzione e Comunicazione) e l'approccio OSA (Onto-Semiotico)

Task analysis is undoubtedly one of the core challenges of research in mathematics education and is undeniably necessary in order to understand the teaching and learning processes of mathematics. This in-depth analysis provides information regarding the design of tasks and the management of knowledge in the classroom. In order to contribute to the goal of a deeper understanding of students' learning processes, such analyses are guided by specific theoretical lenses and each of them offers its own particular view of the phenomenon in question. Each theoretical lens provides a specific (and consequently also limited) view on the data that it considers relevant. In this dissertation we address this research problem on theoretical articulation using theoretical tools from two main approaches: the APC and the OSA. Furthermore, we also analyse a specific mathematical task of class episode as a context of reflection, using APC's and OSA's tools. We are able to demonstrate the cooperation that exists between the two theoretical approaches, and the need to point out an articulation of the two theories in the area of didactics of mathematics. In conclusion, the comparisons such as this one not only enrich the analysis and the understanding of the phenomenon, but through the articulation of different approaches, they may also affect theoretical advancements in the field, and lead to a better understanding of the theoretical frameworks involved.