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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.
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.
This volume documents a range of qualitative research approaches
emerged within mathematics education over the last three decades,
whilst at the same time revealing their underlying methodologies.
Continuing the discussion as begun in the two 2003 ZDM issues
dedicated to qualitative empirical methods, this book presents
astate of the art overview on qualitative research in mathematics
education and beyond. The structure of the book allows the reader
to use it as an actual guide for the selection of an appropriate
methodology, on a basis of both theoretical depth and practical
implications. The methods and examples illustrate how different
methodologies come to life when applied to a specific question in a
specific context. Many of the methodologies described are also
applicable outside mathematics education, but the examples provided
are chosen so as to situate the approach in a mathematical context.
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.
This volume documents a range of qualitative research approaches
emerged within mathematics education over the last three decades,
whilst at the same time revealing their underlying methodologies.
Continuing the discussion as begun in the two 2003 ZDM issues
dedicated to qualitative empirical methods, this book presents a
state of the art overview on qualitative research in mathematics
education and beyond. The unique two-part structure of the chapters
allows the reader to use the book as an actual guide for the
selection of an appropriate methodology, on a basis of both
theoretical depth and practical implications. The methods and
examples illustrate how different methodologies come to life when
applied to a specific question in a specific context. Many of the
methodologies described are also applicable outside mathematics
education, but the examples provided are chosen so as to situate
the approach in a mathematical context.
The purpose of this Open Access compendium, written by experienced
researchers in mathematics education, is to serve as a resource for
early career researchers in furthering their knowledge of the state
of the field and disseminating their research through publishing.
To accomplish this, the book is split into four sections: Empirical
Methods, Important Mathematics Education Themes, Academic Writing
and Academic Publishing, and a section Looking Ahead. The chapters
are based on workshops that were presented in the Early Career
Researcher Day at the 13th International Congress on Mathematical
Education (ICME-13). The combination of presentations on
methodological approaches and theoretical perspectives shaping the
field in mathematics education research, as well as the strong
emphasis on academic writing and publishing, offered strong insight
into the theoretical and empirical bases of research in mathematics
education for early career researchers in this field. Based on
these presentations, the book provides a state-of-the-art overview
of important theories from mathematics education and the broad
variety of empirical approaches currently widely used in
mathematics education research. This compendium supports early
career researchers in selecting adequate theoretical approaches and
adopting the most appropriate methodological approaches for their
own research. Furthermore, it helps early career researchers in
mathematics education to avoid common pitfalls and problems while
writing up their research and it provides them with an overview of
the most important journals for research in mathematics education,
helping them to select the right venue for publishing and
disseminating their work.
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