This volume discusses semiotics in mathematics education as an
activity with a formal sign system, in which each sign represents
something else. Theories presented by Saussure, Peirce, Vygotsky
and other writers on semiotics are summarized in their relevance to
the teaching and learning of mathematics. The significance of signs
for mathematics education lies in their ubiquitous use in every
branch of mathematics. Such use involves seeing the general in the
particular, a process that is not always clear to learners.
Therefore, in several traditional frameworks, semiotics has the
potential to serve as a powerful conceptual lens in investigating
diverse topics in mathematics education research. Topics that are
implicated include (but are not limited to): the birth of signs;
embodiment, gestures and artifacts; segmentation and communicative
fields; cultural mediation; social semiotics; linguistic theories;
chains of signification; semiotic bundles; relationships among
various sign systems; intersubjectivity; diagrammatic and
inferential reasoning; and semiotics as the focus of innovative
learning and teaching materials.
General
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