Signs of signification : semiotics in mathematics education research; ed. by norma presmeg

"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." -- Prové de l'editor Front Matter ....Pages i-viii Introduction (Norma Presmeg, Luis Radford, Wolff-Michael Roth, Gert Kadunz)....Pages 1-15 Front Matter ....Pages 17-20 Semiosis and Subjectification: The Classroom Constitution of Mathematical Subjects (Luis Radford)....Pages 21-35 Birth of Signs: A (Spinozist-Marxian) Materialist Approach (Wolff-Michael Roth)....Pages 37-53 Relating Computational Cartesian Graphs to a Real Motion: An Analysis of High School Students’ Activity (Ulises Salinas-Hernández, Isaias Miranda)....Pages 55-71 Joint Attention in Resolving the Ambiguity of Different Presentations: A Dual Eye-Tracking Study of the Teaching-Learning Process (Anna Shvarts)....Pages 73-102 Attention Catching: Connection the Space of Joint Action and Togethering (Debbie Stott)....Pages 103-122 Front Matter ....Pages 123-125 A Matter of Translation (Gert Kadunz)....Pages 127-138 Using Social Semiotics to Explore Institutional Assumptions About Mathematics Students and Teachers (Candia Morgan)....Pages 139-154 Semiotics, Epistemology, and Mathematics (Michael Otte)....Pages 155-171 A Semiotic-Conceptual Analysis of Conceptual Development in Learning Mathematics (Uta Priss)....Pages 173-188 Front Matter ....Pages 189-191 Iconicity and Diagrammatic Reasoning in Meaning-Making (Adalira Sáenz-Ludlow)....Pages 193-215 Semiotic Representations: A Study of Dynamic Figural Register (Jesus Victoria Flores Salazar)....Pages 217-233 Progressive Visualization Tasks and Semiotic Chaining for Mathematics Teacher Preparation: Towards a Conceptual Framework (Barbara M. Kinach)....Pages 235-255 Primary Teachers’ Semiotic Praxis: Windows into the Handling of Division Tasks (Corin Mathews, Hamsa Venkat, Mike Askew)....Pages 257-274 Front Matter ....Pages 275-277 Gradual Change of Perception: Signs, Tools, and Meaning-Making of Fractions (Yasmine Abtahi)....Pages 279-292 On the Role of Gestures for the Descriptive Analysis of ‘Grundvorstellungen’: A Case of Linear Functions (Christina M. Krause, Alexander Salle)....Pages 293-313 Diagramming and Gesturing During Mathematizing: Kinesthetic and Haptic Interactions Support Mathematical Ideation (Petra Menz, Nathalie Sinclair)....Pages 315-334 Objectifying the Inclusion Relationship of Quadrilaterals in a Synchronic-Interactive and Collaborative Computer Supported Environment (Osama Swidan, Naomi Prusak)....Pages 335-351 Discussion and Conclusions (Norma Presmeg, Luis Radford, Wolff-Michael Roth, Gert Kadunz)....Pages 353-372 "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"--Page 4 of cover Annotation 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