Signs of Signification Semiotics in Mathematics Education Research /

Signs of Signification Semiotics in Mathematics Education Research /

書目詳細資料
企業作者: SpringerLink (Online service)
其他作者: Presmeg, Norma (Editor), Radford, Luis (Editor), Roth, Wolff-Michael (Editor), Kadunz, Gert (Editor)
總結:VIII, 372 p. 113 illus.
text
語言:英语
出版: Cham : Springer International Publishing : Imprint: Springer, 2018.
版:1st ed. 2018.
叢編:ICME-13 Monographs,
主題:
Mathematics > Study and teaching .
Semiotics.
Learning, Psychology of.
Teachers > Training of.
Mathematics Education.
Instructional Psychology.
Teaching and Teacher Education.
在線閱讀:https://doi.org/10.1007/978-3-319-70287-2
格式: 電子 圖書
書本目錄:
  • 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.

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