Skip to main content
SpringerLink
Log in

Semiotics as a Tool for Learning Mathematics

  • Book
  • © 2016

Overview

Editors:
  1. Adalira Sáenz-Ludlow

    1. University of North Carolina at Charlotte, USA

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  2. Gert Kadunz

    1. University of Klagenfurt, Austria

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • The book presents theoretical aspects of
  • Peirce’s semiotics and their application to the teaching and the learning of
  • It offers innovative perspectives on visualization mediated by the construction and transformation of diagrams (iconic sign-vehicles) to facilitate the exploration and construction of mathematical relations, in order to deduce new ones and to argue them convincingly
  • This book offers innovative perspectives on epistemological questions of mathematics education by processes interpretation and/or creation of mathematical sign-vehicles to sustain evolving processes of communication and conceptualization, in an out of the classroom, as well as ways to analyze students’ conceptualizing accomplishments

This is a preview of subscription content, log in via an institution to check access.

Access this book

Log in via an institution
eBook USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (10 chapters)

  1. Front Matter

    Pages i-vi
    Download chapter PDF

    1. Constructing Knowledge Seen as a Semiotic Activity

      • Adalira Sáenz-Ludlow, Gert Kadunz
      Pages 1-21

  3. Communication

    1. Front Matter

      Pages 23-23
      Download chapter PDF

    2. Geometry, A Means of Argumentation

      • Gert Kadunz
      Pages 25-42

    3. Classroom Mathematical Activity When it is Seen as an Inter-Intra Double Semiotic Process of Interpretation

      • Adalira Sáenz-Ludlow, Shea Zellweger
      Pages 43-66

  4. Visualisation

    1. Front Matter

      Pages 67-67
      Download chapter PDF

    2. Visualisation for Different Mathematical Purposes

      • Caroline Yoon
      Pages 69-87

    3. Visualising Cubic Reasoning with Semiotic Resources and Modeling Cycles

      • Caroline Yoon, Tessa Miskell
      Pages 89-109

    4. Diagrams as Means for Learning

      • Gert Kadunz
      Pages 111-126

    5. Instead of the circle… what?

      • Patricia Perry, Leonor Camargo, Carmen Samper, Óscar Molina, Adalira Sáenz-Ludlow
      Pages 127-153

    6. Abduction in Proving

      • Adalira Sáenz-Ludlow
      Pages 155-179

  5. Problem Solving

    1. Front Matter

      Pages 181-181
      Download chapter PDF

    2. Semiotic Analysis of Collective Problem-Solving Processes using Digital Media

      • Christof Schreiber
      Pages 183-208

    3. The Importance of Abductive Reasoning in Mathematical Problem Solving

      • Victor V. Cifarelli
      Pages 209-225
Back to top

Keywords

About this book

Semiotics as a Tool for Learning Mathematics is a collection of ten theoretical and empirical chapters, from researchers all over the world, who are interested in semiotic notions and their practical uses in mathematics classrooms. Collectively, they present a semiotic contribution to enhance pedagogical aspects both for the teaching of school mathematics and for the preparation of pre-service teachers. This enhancement involves the use of diagrams to visualize implicit or explicit mathematical relations and the use of mathematical discourse to facilitate the emergence of inferential reasoning in the process of argumentation. It will also facilitate the construction of proofs and solutions of mathematical problems as well as the progressive construction of mathematical conceptions that, eventually, will approximate the concept(s) encoded in mathematical symbols. These symbols hinge not only of mental operations but also on indexical and iconic aspects; aspects which often are nottaken into account when working on the meaning of mathematical symbols. For such an enhancement to happen, it is necessary to transform basic notions of semiotic theories to make them usable for mathematics education. In addition, it is also necessary to back theoretical claims with empirical data. This anthology attempts to deal with such a conjunction. Overall, this book can be used as a theoretical basis for further semiotic considerations as well as for the design of different ways of teaching mathematical concepts.
                                  

Editors and Affiliations

  • University of North Carolina at Charlotte, USA

    Adalira Sáenz-Ludlow

  • University of Klagenfurt, Austria

    Gert Kadunz

Bibliographic Information

Publish with us

Policies and ethics

Back to top

Search

Navigation