Signs of Signification

Semiotics in Mathematics Education Research

AvNorma Presmeg,Luis Radford

Inbunden, Engelska, 2018

Del i serien ICME-13 Monographs

1 647 kr

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Beskrivning

This book discusses a significant area of mathematics education research in the last two decades and presents the types of semiotic theories that are employed in mathematics education.

Produktinformation

Utgivningsdatum:2018-01-31
Mått:155 x 235 x 26 mm
Vikt:735 g
Format:Inbunden
Språk:Engelska
Serie:ICME-13 Monographs
Antal sidor:372
Förlag:Springer International Publishing AG
ISBN:9783319702865

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Innehållsförteckning

Chapter 1. Introduction. The editors.- Section 1: Sociocultural perspectives on semiosis.- Chapter 1. Introduction to Section 1.- Chapter 2. Semiosis and subjectification: The classroom constitution of mathematical objects.- Chapter 3. Birth of signs: A (Spinozist-Marxian) materialist approach.- Chapter 4. Relating computational Cartesian graphs to a real motion: An analysis of high school students’ activity.- Chapter 5. Joint attention in resolving the ambiguity of different presentations: A dual eye-tracking study of the teaching-learning process.- Chapter 6. Attention catching: Connecting the space of joint action and togethering.- Section 2: Language and text orientations.- Introduction to Section 2.- Chapter 7. A matter of translation.- Chapter 8. Using social semiotics to explore institutional assumptions about mathematics students and teachers.- Chapter 9. Semiotics, epistemology, and mathematics.- Chapter 10. A semiotic-conceptual analysis of conceptual development in learningmathematics.- Section 3: Peircean semiotics, including semiotic chaining and representations.- Introduction to Section 3.- Chapter 11. Adalira Sáenz-Ludlow: Iconicity and diagrammatic reasoning in meaning-making.- Chapter 12. Semiotic representations: A study of dynamic figural register.- Chapter 13. Progressive visualization tasks and semiotic chaining for mathematics teacher preparation: Towards a conceptual framework.- Chapter 14. Primary teachers’ semiotics praxis: Windows into the handling of division tasks.- Section 4: Semiotic resources including gesturing and tools.- Introduction to Section 4.- Chapter 15. Gradual change of perception: Signs, tools, and meaning-making of fractions.- Chapter 16. On the role of gestures for the descriptive analysis of ‘Grundvorstellungen’: A case of linear functions.- Chapter 17. Diagramming and gesturing during mathematizing: Kinesthetic and haptic interactions support mathematical ideation.- Chapter 18. Objectifying the inclusion relationshipof quadrilaterals in a synchronic-interactive and collaborative computer supported environment.- Chapter 19. Discussion and conclusions.