| TÃtulo : |
Signs of Signification : Semiotics in Mathematics Education Research |
| Tipo de documento: |
documento electrónico |
| Autores: |
Presmeg, Norma, ; Radford, Luis, ; Roth, Wolff-Michael, ; Kadunz, Gert, |
| Mención de edición: |
1 ed. |
| Editorial: |
[s.l.] : Springer |
| Fecha de publicación: |
2018 |
| Número de páginas: |
VIII, 372 p. 113 ilustraciones |
| ISBN/ISSN/DL: |
978-3-319-70287-2 |
| Nota general: |
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. |
| Idioma : |
Inglés (eng) |
| Palabras clave: |
Matemáticas Semiótica Aprendizaje PsicologÃa de Docente Educación Matemática PsicologÃa Instruccional Enseñanza y formación docente |
| Clasificación: |
510.71 |
| Resumen: |
Este libro analiza un área importante de la investigación en educación matemática en las últimas dos décadas y presenta los tipos de teorÃas semióticas que se emplean en la educación matemática. Siguiendo el resumen de temas importantes presentados en el Estudio Temático, Semiótica en la Educación Matemática, este libro no sólo presenta a los lectores la semiótica como la ciencia de los signos, sino que también profundiza en los temas que se destacaron en el Estudio Temático. Además de una introducción y un capÃtulo de cierre, presenta 17 capÃtulos basados ​​en presentaciones del Grupo de Estudio del Tema 54 en el ICME-13 (13º Congreso Internacional sobre Educación Matemática). Los capÃtulos se dividen en cuatro secciones principales, cada una de las cuales tiene un enfoque distinto. Después de una breve introducción, cada sección comienza con uno o más capÃtulos de carácter teórico, seguidos de otros que resaltan la importancia y utilidad de la teorÃa relevante en la investigación empÃrica. |
| Nota de contenido: |
Chapter 1. Introduction. The editors -- Section 1: Sociocultural perspectives on semiosis -- Chapter 1. Introduction to Section 1 -- Chapter 2. Semiosis and subjectification: The classroom constitution of mathematical objects -- Chapter 3. Birth of signs: A (Spinozist-Marxian) materialist approach -- Chapter 4. Relating computational Cartesian graphs to a real motion: An analysis of high school students' activity -- Chapter 5. Joint attention in resolving the ambiguity of different presentations: A dual eye-tracking study of the teaching-learning process -- Chapter 6. Attention catching: Connecting the space of joint action and togethering -- Section 2: Language and text orientations -- Introduction to Section 2 -- Chapter 7.  A matter of translation -- Chapter 8. Using social semiotics to explore institutional assumptions about mathematics students and teachers -- Chapter 9. Semiotics, epistemology, and mathematics -- Chapter 10. A semiotic-conceptual analysis of conceptual development in learningmathematics -- Section 3: Peircean semiotics, including semiotic chaining and representations -- Introduction to Section 3 -- Chapter 11. Adalira Sáenz-Ludlow: Iconicity and diagrammatic reasoning in meaning-making -- Chapter 12. Semiotic representations: A study of dynamic figural register -- Chapter 13. Progressive visualization tasks and semiotic chaining for mathematics teacher preparation: Towards a conceptual framework -- Chapter 14. Primary teachers' semiotics praxis: Windows into the handling of division tasks -- Section 4: Semiotic resources including gesturing and tools -- Introduction to Section 4 -- Chapter 15. Gradual change of perception: Signs, tools, and meaning-making of fractions -- Chapter 16. On the role of gestures for the descriptive analysis of 'Grundvorstellungen': A case of linear functions -- Chapter 17. Diagramming and gesturing during mathematizing: Kinesthetic and haptic interactions support mathematical ideation -- Chapter 18. Objectifying the inclusion relationshipof quadrilaterals in a synchronic-interactive and collaborative computer supported environment -- Chapter 19. Discussion and conclusions. |
| Tipo de medio : |
Computadora |
| Summary : |
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. |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
Signs of Signification : Semiotics in Mathematics Education Research [documento electrónico] / Presmeg, Norma, ; Radford, Luis, ; Roth, Wolff-Michael, ; Kadunz, Gert, . - 1 ed. . - [s.l.] : Springer, 2018 . - VIII, 372 p. 113 ilustraciones. ISBN : 978-3-319-70287-2 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés ( eng)
| Palabras clave: |
Matemáticas Semiótica Aprendizaje PsicologÃa de Docente Educación Matemática PsicologÃa Instruccional Enseñanza y formación docente |
| Clasificación: |
510.71 |
| Resumen: |
Este libro analiza un área importante de la investigación en educación matemática en las últimas dos décadas y presenta los tipos de teorÃas semióticas que se emplean en la educación matemática. Siguiendo el resumen de temas importantes presentados en el Estudio Temático, Semiótica en la Educación Matemática, este libro no sólo presenta a los lectores la semiótica como la ciencia de los signos, sino que también profundiza en los temas que se destacaron en el Estudio Temático. Además de una introducción y un capÃtulo de cierre, presenta 17 capÃtulos basados ​​en presentaciones del Grupo de Estudio del Tema 54 en el ICME-13 (13º Congreso Internacional sobre Educación Matemática). Los capÃtulos se dividen en cuatro secciones principales, cada una de las cuales tiene un enfoque distinto. Después de una breve introducción, cada sección comienza con uno o más capÃtulos de carácter teórico, seguidos de otros que resaltan la importancia y utilidad de la teorÃa relevante en la investigación empÃrica. |
| Nota de contenido: |
Chapter 1. Introduction. The editors -- Section 1: Sociocultural perspectives on semiosis -- Chapter 1. Introduction to Section 1 -- Chapter 2. Semiosis and subjectification: The classroom constitution of mathematical objects -- Chapter 3. Birth of signs: A (Spinozist-Marxian) materialist approach -- Chapter 4. Relating computational Cartesian graphs to a real motion: An analysis of high school students' activity -- Chapter 5. Joint attention in resolving the ambiguity of different presentations: A dual eye-tracking study of the teaching-learning process -- Chapter 6. Attention catching: Connecting the space of joint action and togethering -- Section 2: Language and text orientations -- Introduction to Section 2 -- Chapter 7.  A matter of translation -- Chapter 8. Using social semiotics to explore institutional assumptions about mathematics students and teachers -- Chapter 9. Semiotics, epistemology, and mathematics -- Chapter 10. A semiotic-conceptual analysis of conceptual development in learningmathematics -- Section 3: Peircean semiotics, including semiotic chaining and representations -- Introduction to Section 3 -- Chapter 11. Adalira Sáenz-Ludlow: Iconicity and diagrammatic reasoning in meaning-making -- Chapter 12. Semiotic representations: A study of dynamic figural register -- Chapter 13. Progressive visualization tasks and semiotic chaining for mathematics teacher preparation: Towards a conceptual framework -- Chapter 14. Primary teachers' semiotics praxis: Windows into the handling of division tasks -- Section 4: Semiotic resources including gesturing and tools -- Introduction to Section 4 -- Chapter 15. Gradual change of perception: Signs, tools, and meaning-making of fractions -- Chapter 16. On the role of gestures for the descriptive analysis of 'Grundvorstellungen': A case of linear functions -- Chapter 17. Diagramming and gesturing during mathematizing: Kinesthetic and haptic interactions support mathematical ideation -- Chapter 18. Objectifying the inclusion relationshipof quadrilaterals in a synchronic-interactive and collaborative computer supported environment -- Chapter 19. Discussion and conclusions. |
| Tipo de medio : |
Computadora |
| Summary : |
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. |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
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