大葉大學圖書館 |

Semiotics in mathematics education[electronic resource] /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
杜威分類號:	510.71
書名/作者:	Semiotics in mathematics education/ by Norma Presmeg ... [et al.].
其他作者:	Presmeg, Norma.
出版者:	Cham : : Springer International Publishing :, 2016.
面頁冊數:	vii, 40 p. : : ill., digital ;; 24 cm.
Contained By:	Springer eBooks
標題:	Mathematics - Study and teaching.
標題:	Education.
標題:	Mathematics Education.
ISBN:	9783319313702
ISBN:	9783319313696
內容註:	1. Introduction -- 2. Semiotics in theory and practice in mathematics education -- 3. A summary of results -- References.
摘要、提要註:	This volume discusses semiotics in mathematics education as an activity with a formal sign system, in which each sign represents something else. Theories presented by Saussure, Peirce, Vygotsky and other writers on semiotics are summarized in their relevance to the teaching and learning of mathematics. The significance of signs for mathematics education lies in their ubiquitous use in every branch of mathematics. Such use involves seeing the general in the particular, a process that is not always clear to learners. Therefore, in several traditional frameworks, semiotics has the potential to serve as a powerful conceptual lens in investigating diverse topics in mathematics education research. Topics that are implicated include (but are not limited to): the birth of signs; embodiment, gestures and artifacts; segmentation and communicative fields; cultural mediation; social semiotics; linguistic theories; chains of signification; semiotic bundles; relationships among various sign systems; intersubjectivity; diagrammatic and inferential reasoning; and semiotics as the focus of innovative learning and teaching materials.
電子資源:	http://dx.doi.org/10.1007/978-3-319-31370-2

Semiotics in mathematics education[electronic resource] /
Semiotics in mathematics education[electronic resource] /by Norma Presmeg ... [et al.]. - Cham :Springer International Publishing :2016. - vii, 40 p. :ill., digital ;24 cm. - ICME-13 topical surveys,2366-5947. - ICME-13 topical surveys..

1. Introduction -- 2. Semiotics in theory and practice in mathematics education -- 3. A summary of results -- References.

Open access.

This volume discusses semiotics in mathematics education as an activity with a formal sign system, in which each sign represents something else. Theories presented by Saussure, Peirce, Vygotsky and other writers on semiotics are summarized in their relevance to the teaching and learning of mathematics. The significance of signs for mathematics education lies in their ubiquitous use in every branch of mathematics. Such use involves seeing the general in the particular, a process that is not always clear to learners. Therefore, in several traditional frameworks, semiotics has the potential to serve as a powerful conceptual lens in investigating diverse topics in mathematics education research. Topics that are implicated include (but are not limited to): the birth of signs; embodiment, gestures and artifacts; segmentation and communicative fields; cultural mediation; social semiotics; linguistic theories; chains of signification; semiotic bundles; relationships among various sign systems; intersubjectivity; diagrammatic and inferential reasoning; and semiotics as the focus of innovative learning and teaching materials.

ISBN: 9783319313702

Standard No.: 10.1007/978-3-319-31370-2doiSubjects--Topical Terms:

343195
Mathematics
--Study and teaching.

LC Class. No.: P138

Dewey Class. No.: 510.71

Semiotics in mathematics education[electronic resource] /
LDR:02265nam a2200349 a 4500 001 447217
003 DE-He213
005 20161006100640.0
006 m d
007 cr nn 008maaau
008 161201s2016 gw s 0 eng d
020 $a 9783319313702 $q (electronic bk.)
020 $a 9783319313696 $q (paper)
024 7 $a 10.1007/978-3-319-31370-2 $2 doi
035 $a 978-3-319-31370-2
040 $a GP $c GP
041 0 $a eng
050 4 $a P138
072 7 $a JNU $2 bicssc
072 7 $a PB $2 bicssc
072 7 $a EDU029010 $2 bisacsh
082 0 4 $a 510.71 $2 23
090 $a P138 $b .S471 2016
245 0 0 $a Semiotics in mathematics education $h [electronic resource] / $c by Norma Presmeg ... [et al.].
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2016.
300 $a vii, 40 p. : $b ill., digital ; $c 24 cm.
490 1 $a ICME-13 topical surveys, $x 2366-5947
505 0 $a 1. Introduction -- 2. Semiotics in theory and practice in mathematics education -- 3. A summary of results -- References.
506 $a Open access.
520 $a This volume discusses semiotics in mathematics education as an activity with a formal sign system, in which each sign represents something else. Theories presented by Saussure, Peirce, Vygotsky and other writers on semiotics are summarized in their relevance to the teaching and learning of mathematics. The significance of signs for mathematics education lies in their ubiquitous use in every branch of mathematics. Such use involves seeing the general in the particular, a process that is not always clear to learners. Therefore, in several traditional frameworks, semiotics has the potential to serve as a powerful conceptual lens in investigating diverse topics in mathematics education research. Topics that are implicated include (but are not limited to): the birth of signs; embodiment, gestures and artifacts; segmentation and communicative fields; cultural mediation; social semiotics; linguistic theories; chains of signification; semiotic bundles; relationships among various sign systems; intersubjectivity; diagrammatic and inferential reasoning; and semiotics as the focus of innovative learning and teaching materials.
650 0 $a Mathematics $x Study and teaching. $3 343195
650 1 4 $a Education. $3 343011
650 2 4 $a Mathematics Education. $3 464863
700 1 $a Presmeg, Norma. $3 604607
710 2 $a SpringerLink (Online service) $3 463450
773 0 $t Springer eBooks
830 0 $a ICME-13 topical surveys. $3 640641
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-31370-2
950 $a Education (Springer-41171)