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Activity and Sign

Grounding Mathematics Education

  • Book
  • © 2005

Overview

Editors:
  1. Michael H.G. Hoffmann

    1. Georgia Institute of Technology, USA

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  2. Johannes Lenhard

    1. University of Bielefeld, Germany

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    You can also search for this editor in PubMed   Google Scholar

  3. Falk Seeger

    1. University of Bielefeld, Germany

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  • Covers recent approaches to foundations of mathematics education is a most extensive way and opens up new horizons for future developments in mathematics education
  • Elaborates new perspectives in classroom interactions and highlights the role of signs and representations as means for communication, learning, and scientific discoveries
  • Focuses on Michael Otte’s various contributions as sparks for a new source of knowledge in all these fields
  • Includes supplementary material: sn.pub/extras

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Table of contents (31 chapters)

  1. Front Matter

    Pages I-VII
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  2. Grounding Mathematics Education

    • Michael H. G. Hoffmann, Johannes Lenhard, Falk Seeger
    Pages 1-7

  3. Mathematics, Sign and Activity

    • Michael Otte
    Pages 9-22

  4. Sign Processes

    1. Agency and Creativity in the Semiotics of Learning Mathematics

      • Paul Ernest
      Pages 23-34

    2. The Semiotic Approach to Mathematical Evidence and Generalization

      • Susanna Marietti
      Pages 35-43

    3. Signs as Means for Discoveries

      • Michael H. G. Hoffmann
      Pages 45-56

    4. Diagrammatic Thinking

      • Willibald Dörfler
      Pages 57-66

    5. Notes on a Semiotically Inspired Theory of Teaching and Learning

      • Falk Seeger
      Pages 67-76

  5. Sign Processes in the Mathematics Classroom

    1. Semiotic Mediation in the Primary School

      • Maria G. Bartolini Bussi, Maria Alessandra Mariotti, Franca Ferri
      Pages 77-90

    2. Do Mathematical Symbols Serve to Describe or Construct “Reality”?

      • Heinz Steinbring
      Pages 91-104

    3. Metaphor and Metonymy in Processes of Semiosis in Mathematics Education

      • Norma Presmeg
      Pages 105-115

    4. On Practical and Theoretical Thinking and Other False Dichotomies in Mathematics Education

      • Anna Sierpinska
      Pages 117-135

    5. The Semiotics of the Schema

      • Luis Radford
      Pages 137-152

  6. Mathematics Education as a Science

    1. Towards a Normal Science of Mathematics Education?

      • Kenneth Ruthven
      Pages 153-158

    2. The Study of the Didactical Conditions of School Learning in Mathematics

      • Guy Brousseau
      Pages 159-168

    3. The Formal, The Social and the Subjective

      • Roland Fischer
      Pages 169-178

  7. Crossing Boundaries

    1. Reflective Learning

      • Bernd Fichtner
      Pages 179-190

    2. Thinking and Knowing About Knowledge

      • Rainer Bromme
      Pages 191-201

    3. The Cognitive Unconscious

      • Thomas Mies
      Pages 203-214

  8. History of Mathematics and Mathematics Education

    1. Hilbert, Weyl, and the Philosophy of Mathematics

      • Hans Niels Jahnke
      Pages 215-228
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Keywords

About this book

The advancement of a scientific discipline depends not only on the "big heroes" of a discipline, but also on a community’s ability to reflect on what has been done in the past and what should be done in the future. This volume combines perspectives on both. It celebrates the merits of Michael Otte as one of the most important founding fathers of mathematics education by bringing together all the new and fascinating perspectives created through his career as a bridge builder in the field of interdisciplinary research and cooperation. The perspectives elaborated here are for the greatest part motivated by the impressing variety of Otte’s thoughts; however, the idea is not to look back, but to find out where the research agenda might lead us in the future.

This volume provides new sources of knowledge based on Michael Otte’s fundamental insight that understanding the problems of mathematics education – how to teach, how to learn, how to communicate, how to do, and how to represent mathematics – depends on means, mainly philosophical and semiotic, that have to be created first of all, and to be reflected from the perspectives of a multitude of diverse disciplines.

Editors and Affiliations

  • Georgia Institute of Technology, USA

    Michael H.G. Hoffmann

  • University of Bielefeld, Germany

    Johannes Lenhard, Falk Seeger

Bibliographic Information

  • Book Title: Activity and Sign

  • Book Subtitle: Grounding Mathematics Education

  • Editors: Michael H.G. Hoffmann, Johannes Lenhard, Falk Seeger

  • DOI: https://doi.org/10.1007/b105055

  • Publisher: Springer New York, NY

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer-Verlag US 2005

  • Hardcover ISBN: 978-0-387-24269-9Published: 04 March 2005

  • Softcover ISBN: 978-1-4419-3711-7Published: 29 October 2010

  • eBook ISBN: 978-0-387-24270-5Published: 06 December 2005

  • Edition Number: 1

  • Number of Pages: VIII, 392

  • Topics: Mathematics Education, Philosophy, general, History of Science

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