Gestures as semiotic resources in the mathematics classroom
In this paper, we consider gestures as part of the resources activated in the mathematics
classroom: speech, inscriptions, artifacts, etc. As such, gestures are seen as one of the …
classroom: speech, inscriptions, artifacts, etc. As such, gestures are seen as one of the …
[PDF][PDF] Semiosis as a multimodal process
F Arzarello - RELIME. Revista latinoamericana de investigación …, 2006 - dialnet.unirioja.es
Classical semiotic approaches are too narrow to investigate the didactical phenomena in the
mathematics classroom. In addition to the standard semiotic resources used by students and …
mathematics classroom. In addition to the standard semiotic resources used by students and …
Generalising the pattern rule for visual growth patterns: Actions that support 8 year olds' thinking
E Warren, T Cooper - Educational Studies in mathematics, 2008 - Springer
A common approach used for introducing algebra to young adolescents is an exploration of
visual growth patterns and expressing these patterns as functions and algebraic …
visual growth patterns and expressing these patterns as functions and algebraic …
Why is the learning of elementary arithmetic concepts difficult? Semiotic tools for understanding the nature of mathematical objects
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 …
as a tool to describe mathematical activity. The semiotic system is formed by the set of signs …
[图书][B] Semiotics in mathematics education
Open Access This book is distributed under the terms of the Creative Commons Attribution-
NonCommercial 4.0 International License (http://creativecommons. org/licenses/by-nc/4.0/) …
NonCommercial 4.0 International License (http://creativecommons. org/licenses/by-nc/4.0/) …
[图书][B] Culturally responsive mathematics education
B Greer, S Mukhopadhyay, AB Powell… - 2009 - api.taylorfrancis.com
The idea of culturally responsive education (Gay, 2000; Ladson-Billings, 1995; Villegas &
Lucas, 2002) is widely understood but, so the familiar argument goes, isn't mathematics, and …
Lucas, 2002) is widely understood but, so the familiar argument goes, isn't mathematics, and …
The question of method in a Vygotskian semiotic approach
In this chapter we present the main ideas of an educational Vygotskian semiotic approach,
emphasizing in particular some crucial questions about its methods of inquiry. We resort, on …
emphasizing in particular some crucial questions about its methods of inquiry. We resort, on …
Creative mathematics teaching in the eye of the beholder: focusing on teachers' conceptions
H Lev-Zamir, R Leikin - Research in Mathematics Education, 2011 - Taylor & Francis
We consider developing mathematical creativity in each student to be one of the purposes of
school mathematics education. We believe that creative teachers are essential to achieving …
school mathematics education. We believe that creative teachers are essential to achieving …
The education of mathematically gifted students: Some complexities and questions
R Leikin - The Mathematics Enthusiast, 2011 - scholarworks.umt.edu
In this paper I analyze some complexities in the education of mathematically gifted students.
The list of issues presented in this paper is not inclusive; however, all of them seem to be …
The list of issues presented in this paper is not inclusive; however, all of them seem to be …
[图书][B] Mathematics education and subjectivity: Cultures and cultural renewal
T Brown - 2011 - books.google.com
This book is centrally concerned with how mathematics education is represented and how
we understand mathematical teaching and learning with view to changing them. It considers …
we understand mathematical teaching and learning with view to changing them. It considers …