Semiotics as a tool for learning mat...
Kadunz, Gert.

 

  • Semiotics as a tool for learning mathematics[electronic resource] :how to describe the construction, visualisation, and communication of mathematical concepts /
  • 紀錄類型: 書目-語言資料,印刷品 : Monograph/item
    杜威分類號: 510
    書名/作者: Semiotics as a tool for learning mathematics : how to describe the construction, visualisation, and communication of mathematical concepts // edited by Adalira Saenz-Ludlow, Gert Kadunz.
    其他作者: Saenz-Ludlow, Adalira.
    出版者: Rotterdam : : SensePublishers :, 2016.
    面頁冊數: vi, 225 p. : : ill., digital ;; 24 cm.
    Contained By: Springer eBooks
    標題: Mathematics - Study and teaching.
    標題: Semiotics.
    標題: Education.
    標題: Education, general.
    ISBN: 9789463003377
    ISBN: 9789463003353
    ISBN: 9789463003360
    摘要、提要註: Semiotics as a Tool for Learning Mathematics is a collection of ten theoretical and empirical chapters, from researchers all over the world, who are interested in semiotic notions and their practical uses in mathematics classrooms. Collectively, they present a semiotic contribution to enhance pedagogical aspects both for the teaching of school mathematics and for the preparation of pre-service teachers. This enhancement involves the use of diagrams to visualize implicit or explicit mathematical relations and the use of mathematical discourse to facilitate the emergence of inferential reasoning in the process of argumentation. It will also facilitate the construction of proofs and solutions of mathematical problems as well as the progressive construction of mathematical conceptions that, eventually, will approximate the concept(s) encoded in mathematical symbols. These symbols hinge not only of mental operations but also on indexical and iconic aspects; aspects which often are not taken into account when working on the meaning of mathematical symbols. For such an enhancement to happen, it is necessary to transform basic notions of semiotic theories to make them usable for mathematics education. In addition, it is also necessary to back theoretical claims with empirical data. This anthology attempts to deal with such a conjunction. Overall, this book can be used as a theoretical basis for further semiotic considerations as well as for the design of different ways of teaching mathematical concepts.
    電子資源: http://dx.doi.org/10.1007/978-94-6300-337-7
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