000			04065nam a22004453i 4500
001			EBC4974861
003			MiAaPQ
005			20191009123143.0
006			m o d |
007			cr cnu||||||||
008			191009s2008 xx o ||||0 eng d
020			_a9789087905972 _q(electronic bk.)
020			_z9789087905958
035			_a(MiAaPQ)EBC4974861
035			_a(Au-PeEL)EBL4974861
035			_a(CaONFJC)MIL197209
035			_a(OCoLC)1024270241
040			_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ
082	0		_a616.7
100	1		_aRadford, Luis.
245	1	0	_aSemiotics in Mathematics Education.
264		1	_aRotterdam : _bSense Publishers, _c2008.
264		4	_c�2008.
300			_a1 online resource (285 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
520			_aCurrent interest in semiotics is undoubtedly related to our increasing awareness that our manners of thinking and acting in our world are deeply indebted to a variety of signs and sign systems (language included) that surround us. Since mathematics is something that we accomplish through written, oral, bodily and other signs, semiotics appears well suited to furthering our understanding of the mathematical processes of thinking, symbolizing and communicating. Resorting to different semiotic perspectives (e.g., Peirce's, Vygotsky's, Saussure's), the authors of this book deal with questions about the teaching and learning of mathematics as well as the history and epistemology of the discipline. Mathematics discourse and thinking and the technologically-mediated self of mathematical cultural practices are examined through key concepts such as metaphor, intentionality, gestures, interaction, sign-use, and meaning. This book is addressed to mathematics educators, psychologists, educators, and students of mathematics education. About the editors Luis Radford is Full Professor at Laurentian University in Canada. His research interests include the investigation of mathematics thinking and knowing from a cultural-semiotic perspective. For many years he has been conducting classroom research with primary and high-school teachers about the teaching and learning of mathematics as well as the historical and cultural roots of cognition. Gert Schubring is department head at the Institut f�ur Didaktik der Mathematik at Bielefeld University, Germany. His research interests focus on the history of mathematics and the sciences in the eighteenth and nineteenth centuries and on their systemic interrelation with socio-cultural systems. Falk Seeger is retired from a position of Senior Lecturer at the Institut f�ur Didaktik der Mathematik at Bielefeld University, Germany.
520	8		_aHis research interests include the analysis of mathematical learning from a cultural-historical perspective. In his current work, he puts a focus on the semiotic roots of intentionality in human development, drawing heavily on Vygotsky's work and on Peirce's ideas. The cover picture comes from Jacob Leupold's (1727) Theatrum Arithmetico-Geometrico. It conveys the cultural, historical, and embodied aspects of mathematical thinking variously emphasized by the contributors of this book.
588			_aDescription based on publisher supplied metadata and other sources.
590			_aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2019. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
655		4	_aElectronic books.
700	1		_aSchubring, Gert.
700	1		_aSeeger, Falk.
700	1		_aSchubring, Gert.
700	1		_aSeeger, Falk.
776	0	8	_iPrint version: _aRadford, Luis _tSemiotics in Mathematics Education: Epistemology, History, Classroom, and Culture _dRotterdam : Sense Publishers,c2008 _z9789087905958
797	2		_aProQuest (Firm)
856	4	0	_uhttp://ezproxy01.ny.edu.hk:2048/login?url=https://ebookcentral.proquest.com/lib/ircp3g4/detail.action?docID=4974861 _zClick to View
999			_c36486 _d36486