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Semiotics as a Tool for Learning Mathematics

  • Book
  • © 2016

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Overview

  • The book presents theoretical aspects of
  • Peirce’s semiotics and their application to the teaching and the learning of
  • It offers innovative perspectives on visualization mediated by the construction and transformation of diagrams (iconic sign-vehicles) to facilitate the exploration and construction of mathematical relations, in order to deduce new ones and to argue them convincingly
  • This book offers innovative perspectives on epistemological questions of mathematics education by processes interpretation and/or creation of mathematical sign-vehicles to sustain evolving processes of communication and conceptualization, in an out of the classroom, as well as ways to analyze students’ conceptualizing accomplishments

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About this book

Semiotics as a Tool for Learning Mathematics is a collection of ten theoretical and empirical chapters, from researchers all over the world, who are interested in semiotic notions and their practical uses in mathematics classrooms. Collectively, they present a semiotic contribution to enhance pedagogical aspects both for the teaching of school mathematics and for the preparation of pre-service teachers. This enhancement involves the use of diagrams to visualize implicit or explicit mathematical relations and the use of mathematical discourse to facilitate the emergence of inferential reasoning in the process of argumentation. It will also facilitate the construction of proofs and solutions of mathematical problems as well as the progressive construction of mathematical conceptions that, eventually, will approximate the concept(s) encoded in mathematical symbols. These symbols hinge not only of mental operations but also on indexical and iconic aspects; aspects which often are nottaken into account when working on the meaning of mathematical symbols. For such an enhancement to happen, it is necessary to transform basic notions of semiotic theories to make them usable for mathematics education. In addition, it is also necessary to back theoretical claims with empirical data. This anthology attempts to deal with such a conjunction. Overall, this book can be used as a theoretical basis for further semiotic considerations as well as for the design of different ways of teaching mathematical concepts.
                                  

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Keywords

Table of contents (10 chapters)

  1. Visualisation

Editors and Affiliations

  • University of North Carolina at Charlotte, USA

    Adalira Sáenz-Ludlow

  • University of Klagenfurt, Austria

    Gert Kadunz

Bibliographic Information

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