Using pivot signs to reach an inclusive definition of squares and rectangles

TL;DR

This study explores how using pivot signs in a first-grade classroom can help children develop an inclusive mathematical definition of squares and rectangles, bridging everyday language and formal concepts.

Contribution

It demonstrates the role of semiotic mediation and pivot signs in fostering an inclusive understanding of rectangles and squares in early childhood education.

Findings

Pivot signs facilitated the emergence of an inclusive rectangle concept.

Children moved from spontaneous distinctions to a more unified understanding.

The approach supports early mathematical conceptual development.

Abstract

We present some fragments of a teaching experiment realized in a first grade classroom, to sow the seeds for a mathematical definition of rectangles that includes squares. Within the paradigm of semiotic mediation, we studied the emergence of pivot signs, which were exploited by the teacher to pave the way towards an inclusive definition of rectangles and squares. This was done to favor overcoming children's spontaneous distinction of these figures into distinct categories, reinforced by everyday language. The experiment is an example of an approach towards the theoretical dimension of mathematics in early childhood.