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Semiotics in Mathematics Education: Epistemology, History, Classroom, and Culture [Kõva köide]

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Semiotics in Mathematics Education: Epistemology, History, Classroom, and CultureSuurem pilt
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Märksõnad:
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.
The Ubiquitousness of Signs: By Way of Introduction vii
Luis Radford
Gert Schubring
Falk Seeger
Intentionality and Sign
1(18)
Falk Seeger
On the Semiotics of Gestures
19(20)
Cristina Sabena
Eight Problems for a Semiotic Approach in Mathematics Education
39(24)
Raymond Duval
Metaphor and Contingency
63(20)
Michael Otte
The Dawning of Signs in Graph Interpretation
83(20)
Wolff-Michael Roth
Trigonometric Connections through a Semiotic Lens
103(18)
Norma Presmeg
Between Public and Private: Where Students' Mathematical Selves Reside
121(18)
Michael N. Fried
Processes of Algebraization in the History of Mathematics: The Impact of Signs
139(18)
Gert Schubring
From Representations to Onto-Semiotic Configurations in Analysing Mathematics Teaching and Learning Processes
157(18)
Vicenc Font
Juan D. Godino
Angel Contreras
Analyzing the Impact of Dynamic Representations and Classroom Connectivity on Participation, Speech and Learning
175(20)
Stephen J. Hegedus
Luis Moreno-Armella
The GSP, as a Technical-Symbolic Tool, Mediating Both Geometric Conceptualizations and Communication
195(20)
Adalira Saenz-Ludlow
Anna Athanasopoulou
The Ethics of Being and Knowing: Towards a Cultural Theory of Learning
215(20)
Luis Radford
An Attempt to Achieve Reification in Functions - A Study Based on Several Semiotic Registers
235(14)
Tania M. M. Campos
Vera Helena Guisti de Souza
Rosana Nogueira de Lima
Symbolic Language Versus Understanding in Mathematics Education: A Brief Archaeological Investigation of Mathematics Education Discourse
249(14)
Mircea Radu
Index 263(8)
About the Contributors 271