FROM THE CONCEPT OF SCHEMA TO THE IDEA OF “INSTRUMENTAL” SOCIAL SCHEMA

This paper aims to investigate and discuss the concept of schema within various theoretical frameworks, highlighting its essential importance for comprehending mathematical contexts. The article discusses Bartlett, recognized as the pioneer in introducing the concepts of "schema" and "schemata" in his research on memory in the field of cognitive psychology. Additionally, it emphasizes Skemp's important contributions to the comprehension of schema. Furthermore, the psychological dimension of schema is clarified by Piaget's theory and plays a crucial role in Vergnaud's theory of conceptual fields. During the process of instrumental genesis, individuals, such as students in a classroom setting, actively develop what Rabardel describes as "utilization scheme" or "usage scheme" related to a tool. Rabardel posits that the application of tools encompasses both personal and social aspects. Consequently, social schemes emerge through interpersonal interactions and are shaped by the utilization of tools and artifacts within a given context. From this perspective, schemas contain social components. The incorporation of blended teaching methods, along with digital technologies and artificial intelligence, has significantly transformed the practices utilized in academic and educational organizations and institutions. Consequently, learners and teachers develop "instrumental" schemata, which suggests that these schemata are not static but rather dynamic, evolving continuously within a digital/instrumental/AI context. This transformation has also influenced the structure of various activities included in student textbooks.