La didattica della matematica a distanza ai tempi del Covid-19 e la sua interazione con l’identità docente

Abstract

The paper analyses how the experience of distance learning, caused by the pandemic of Covid-19, interacted with the identity of the mathematics teachers involved in our research. Using the theoretical lens of Radford’s Theory of Objectification, we investigate the Semiotic Systems of Cultural Meaning of secondary school mathematics teachers. The data collected show that the teachers’ identity, interpreted as processes of subjectification, is strongly determined by the cultural context; two forms of resilience seem to emerge: one, which we define as "sheltered" and which is characterized by the restoration of the "traditional" didactic conditions, and another, which we define as "evolutionary" and which is characterized by embracing the new territory of artifactual thought defined by digital technologies, which opens a new space of action.