Semiotics in mathematics education : : epistemology, history, classroom, and culture / / Luis Radford, Gert Schubring, Falk Seeger.

• Superior document: Semiotic Perspectives in the Teaching and Learning of Math Series ; Volume 1
• VerfasserIn: Radford, Luis,; Schubring, Gert,; Seeger, Falk,
• TeilnehmendeR: Schubring, Gert,; Seeger, Falk,
• Place / Publishing House: Rotterdam ;, Taipei : : Sense Publishers,, [2008]; 2008
• Year of Publication: 2008
• Language: English
• Series: Semiotic perspectives in the teaching and learning of mathematics series ; Volume 1.
• Physical Description: 1 online resource
• Notes: Bibliographic Level Mode of Issuance: Monograph

Current interest in semiotics is undoubtedly related to our increasing awareness that our manners of thinking and acting in our world are deeply indebted to a variety of signs and sign systems (language included) that surround us. Since mathematics is something that we accomplish through written, oral, bodily and other signs, semiotics appears well suited to furthering our understanding of the mathematical processes of thinking, symbolizing and communicating. Resorting to different semiotic perspectives (e. g., Peirce’s, Vygotsky’s, Saussure’s), the authors of this book deal with questions about the teaching and learning of mathematics as well as the history and epistemology of the discipline. Mathematics discourse and thinking and the technologically-mediated self of mathematical cultural practices are examined through key concepts such as metaphor, intentionality, gestures, interaction, sign-use, and meaning. The cover picture comes from Jacob Leupold’s (1727) Theatrum Arithmetico-Geometrico. It conveys the cultural, historical, and embodied aspects of mathematical thinking variously emphasized by the contributors of this book.

Table of Contents

Preliminary Material / Luis Radford , Gert Schubring and Falk Seeger -- Intentionality and Sign / Falk Seeger -- On the Semiotics of Gestures / Cristina Sabena -- Eight Problems for a Semiotic Approach in Mathematics Education / Raymond Duval -- Metaphor and Contingency / Michael Otte -- The Dawning of Signs in Graph Interpretation / Wolff-Michael Roth -- Trigonometric Connections through a Semiotic Lens / Norma Presmeg -- Between Public and Private: Where Students’ Mathematical Selves Reside / Michael N. Fried -- Processes of Algebraization in the History of Mathematics: The Impact of Signs / Gert Schubring -- From Representations to Onto-Semiotic Configurations in Analysing Mathematics Teaching and Learning Processes / Vicenç Font , Juan D. Godino and Angel Contreras -- Analyzing the Impact of Dynamic Representations and Classroom Connectivity on Participation, Speech and Learning / Stephen J. Hegedus and Luis Moreno-Armella -- The GSP, as a Technical-Symbolic Tool, Mediating Both Geometric Conceptualizations and Communication / Adalira Sáenz-Ludlow and Anna Athanasopoulou -- The Ethics of Being and Knowing: Towards a Cultural Theory of Learning / Luis Radford -- An Attempt to Achieve Reification in Functions– A Study Based on Several Semiotic Registers / Tania M. M. Campos , Vera Helena Guisti de Souza and Rosana Nogueira de Lima -- Symbolic Language Versus Understanding in Mathematics Education / Mircea Radu -- Index / Luis Radford , Gert Schubring and Falk Seeger -- About the Contributors / Luis Radford , Gert Schubring and Falk Seeger.