Bernstein, Vygotsky and the Field of Promoted Action: Some Insights from Motor Learning.

I aim to strengthen the connection between Bernstein and Vygotsky, the key theoretical pillars in the target article on semiotic mediation during mathematics teaching/learning interactions. The concept of the field of promoted action (FPA) as understood through a constraints-led approach is crucial to foster such connection. FPA heavily relies on Bernstein's characterization of (motor) problem solving in the learning process and relates to Vygotsky's notion of the zone of proximal development. The use of FPA provides a more parsimonious account of semiotic mediation. Instead of an active functional system comprising student-teacher intercorporeal interactions on the one hand and a passive functional system comprising body-artifacts interactions on the other, FPA comprises an integrated functional dynamic system. In this integrated system, agency is distributed across human and nonhuman elements, among which semiotic mediation takes place. [ABSTRACT FROM AUTHOR]