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. Following on the summary of significant issues presented in the Topical Survey, Semiotics in Mathematics Education, this book not only introduces readers to semiotics as the science of signs, but it also elaborates on issues that were highlighted in the Topical Survey. In addition to an introduction and a closing chapter, it presents 17 chapters based on presentations from Topic Study Group 54 at the ICME-13 (13th International Congress on Mathematical Education). The chapters are divided into four major sections, each of which has a distinct focus. After a brief introduction, each section starts with a chapter or chapters of a theoretical nature, followed by others that highlight the significance and usefulness of the relevant theory in empirical research.
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.
