NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Objects, Signs, and Representations in the Semio-Cognitive Analysis of the Processes Involved in Teaching and Learning Mathematics: A Duvalian Perspective
Peer reviewed Peer reviewed
Direct linkDirect link
Iori, Maura – Educational Studies in Mathematics, 2017
In mathematical activities and in the analysis of mathematics teaching-learning processes, "objects," "signs", and "representations" are often mentioned, where the meaning assigned to those words is sometimes very broad, sometimes limited, other times intuitive, allusive, or not completely clear. On the other hand, as…
Descriptors: Mathematics Achievement, Cognitive Processes, Mathematics Activities, Problem Solving
Why Is the Learning of Elementary Arithmetic Concepts Difficult? Semiotic Tools for Understanding the Nature of Mathematical Objects
Peer reviewed Peer reviewed
Direct linkDirect link
Godino, Juan D.; Font, Vicenc; Wilhelmi, Miguel R.; Lurduy, Orlando – Educational Studies in Mathematics, 2011
The semiotic approach to mathematics education introduces the notion of "semiotic system" as a tool to describe mathematical activity. The semiotic system is formed by the set of signs, the production rules of signs and the underlying meaning structures. In this paper, we present the notions of system of practices and configuration of objects and…
Descriptors: Semiotics, Mathematics Education, Arithmetic, Mathematical Formulas
Using the Onto-Semiotic Approach to Identify and Analyze Mathematical Meaning when Transiting between Different Coordinate Systems in a Multivariate Context
Peer reviewed Peer reviewed
Direct linkDirect link
Montiel, Mariana; Wilhelmi, Miguel R.; Vidakovic, Draga; Elstak, Iwan – Educational Studies in Mathematics, 2009
The main objective of this paper is to apply the onto-semiotic approach to analyze the mathematical concept of different coordinate systems, as well as some situations and university students' actions related to these coordinate systems. The identification of objects that emerge from the mathematical activity and a first intent to describe an…
Descriptors: Mathematical Concepts, Calculus, Semiotics, Multivariate Analysis
What Does Social Semiotics Have to Offer Mathematics Education Research?
Peer reviewed Peer reviewed
Direct linkDirect link
Morgan, Candia – Educational Studies in Mathematics, 2006
Social Semiotics, based on the work of the linguist Michael Halliday, emphasises the ways in which language functions in our construction and representation of our experience and of our social identities and relationships. In this paper, I provide an introduction to the theory and its analytic tools, considering how they can be applied in the…
Descriptors: Semiotics, Relationship, Experience, Mathematics Education
What Is a "Semiotic Perspective", and What Could It Be? Some Comments on the Contributions to This Special Issue
Peer reviewed Peer reviewed
Direct linkDirect link
Hoffmann, Michael H. G. – Educational Studies in Mathematics, 2006
This comment attempts to identify different "semiotic perspectives" proposed by the authors of this special issue according to the problems they discuss. These problems can be distinguished as problems concerning the representation of mathematical knowledge, the definition and objectivity of meaning, epistemological questions of learning and…
Descriptors: Semiotics, Problems, Definitions, Learning Processes
A Semiotic Perspective of Mathematical Activity: The Case of Number
Peer reviewed Peer reviewed
Direct linkDirect link
Ernest, Paul – Educational Studies in Mathematics, 2006
A semiotic perspective on mathematical activity provides a way of conceptualizing the teaching and learning of mathematics that transcends and encompasses both psychological perspectives focussing exclusively on mental structures and functions, and performance-focussed perspectives concerned only with student's behaviours. Instead it considers the…
Descriptors: Semiotics, Mathematics Activities, Numbers, Mathematical Concepts