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The aim of this paper is to discuss the emergence of recursive thinking through the famous problem posed by Fibonacci regarding the growth of the rabbit population. This paper qualitatively analyzes and discusses the semiotic aspects raised by the students working with this historical source in the form of a story. From this perspective, the value of the historical problems as socio-cultural references (voices) and of the narrations as mediating factors to enhance students’ learning of new mathematical concepts, such as recursion, is explored in depth. The focus lies on the pivotal role played by the students’ construction of personal senses during in-group mathematical activities, in dialectics with the normative and mathematical meanings. It is highlighted that fostering environments conducive to dialogue among peers, as well as linking various shapes and contexts of knowledge, is necessary. Here, storytelling and history are regarded as fruitful resources aiding students in the gradual construction of a personal sense of mathematical concepts, including recursion.
Bianco et al. (Wed,) studied this question.