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Semiotics in Mathematics Education
Epistemology, History, Classroom, and Culture
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Current interest in semiotics is undoubtedly related to our increasing awareness that our manners of thinking and acting in our world are deeply indebted to a variety of signs and sign systems (language included) that surround us.
Since mathematics is something that we accomplish through written, oral, bodily and other signs, semiotics appears well suited to furthering our understanding of the mathematical processes of thinking, symbolizing and communicating. Resorting to different semiotic perspectives (e. g., Peirceâs, Vygotskyâs, Saussureâs), the authors of this book deal with questions about the teaching and learning of mathematics as well as the history and epistemology of the discipline. Mathematics discourse and thinking and the technologically-mediated self of mathematical cultural practices are examined through key concepts such as metaphor, intentionality, gestures, interaction, sign-use, and meaning.
The cover picture comes from Jacob Leupoldâs (1727) Theatrum Arithmetico-Geometrico. It conveys the cultural, historical, and embodied aspects of mathematical thinking variously emphasized by the contributors of this book.
Since mathematics is something that we accomplish through written, oral, bodily and other signs, semiotics appears well suited to furthering our understanding of the mathematical processes of thinking, symbolizing and communicating. Resorting to different semiotic perspectives (e. g., Peirceâs, Vygotskyâs, Saussureâs), the authors of this book deal with questions about the teaching and learning of mathematics as well as the history and epistemology of the discipline. Mathematics discourse and thinking and the technologically-mediated self of mathematical cultural practices are examined through key concepts such as metaphor, intentionality, gestures, interaction, sign-use, and meaning.
The cover picture comes from Jacob Leupoldâs (1727) Theatrum Arithmetico-Geometrico. It conveys the cultural, historical, and embodied aspects of mathematical thinking variously emphasized by the contributors of this book.
This book is addressed to mathematics educators, psychologists, educators, and students of mathematics education.