Signs of Signification Semiotics in Mathematics Education Research /
| 団体著者: | |
|---|---|
| その他の著者: | , , , |
| 要約: | VIII, 372 p. 113 illus. text |
| 言語: | 英語 |
| 出版事項: |
Cham :
Springer International Publishing : Imprint: Springer,
2018.
|
| 版: | 1st ed. 2018. |
| シリーズ: | ICME-13 Monographs,
|
| 主題: | |
| オンライン･アクセス: | https://doi.org/10.1007/978-3-319-70287-2 |
| フォーマット: | 電子媒体 図書 |
目次:
- 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.