Semiotic bundle approach and Onto-Semiotic Approach: a dialogue between two theories on an arithmetic-algebraic problem

Abstract This research rests on the analysis of a mathematical task, concerning an arithmetic-algebraic problem and its solution, using theoretical tools from two main frames: Semiotic Bundle Approach (SBA) Onto-Semiotic (OSA). The activity has been examined by original video recordings group consisting five pupils primary education. By presenting empirical case networking theories, objective is to begin dialogue with approaches, reading asymmetries found between their languages, aim getting some new insights into problem. Whereas SBA, in systematic approach, particularly apt focus relationships among different multimodal semiotic resources used students short timescales classroom story (an embodied cognitive focus), OSA incorporates set conceptual address facets that interact education process. Mainly SBA describes importance bundle signs (like gestures, words, written signs) for thinking communication multimodality, whereas favours description objects processes emerge practices. results this joint provide rich insight observed phenomenon help initiate theories Mathematics Education, within Semiosphere generated OSA.