Download or read book Educational Perspectives on Mathematics as Semiosis written by Myrdene Anderson and published by Legas Publishing. This book was released on 2003 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics education research routinely receives the attention of educators, mathematicians, linguists, psychologists, anthropologists, and others. In this volume, the induction of students into mathematical meaning-making is studied through the prism of these several disciplines. What unites all such approaches to pedagogy and to the assessment of pegagogy- and to the subject matter of mathematics itself - is semiotics. Myrdene Anderson teaches at Purdue University, Adalira Saenz-Ludlow teaches at the U of North Carolina, Shea Zetlweger is former chair at Mount Union College, Ohio, Victor V. Cifarelli teaches at the U. ol North Carolina.

Download or read book The Construction of New Mathematical Knowledge in Classroom Interaction written by Heinz Steinbring and published by Springer Science & Business Media. This book was released on 2006-03-30 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics is generally considered as the only science where knowledge is uni form, universal, and free from contradictions. „Mathematics is a social product - a 'net of norms', as Wittgenstein writes. In contrast to other institutions - traffic rules, legal systems or table manners -, which are often internally contradictory and are hardly ever unrestrictedly accepted, mathematics is distinguished by coherence and consensus. Although mathematics is presumably the discipline, which is the most differentiated internally, the corpus of mathematical knowledge constitutes a coher ent whole. The consistency of mathematics cannot be proved, yet, so far, no contra dictions were found that would question the uniformity of mathematics" (Heintz, 2000, p. 11). The coherence of mathematical knowledge is closely related to the kind of pro fessional communication that research mathematicians hold about mathematical knowledge. In an extensive study, Bettina Heintz (Heintz 2000) proposed that the historical development of formal mathematical proof was, in fact, a means of estab lishing a communicable „code of conduct" which helped mathematicians make themselves understood in relation to the truth of mathematical statements in a co ordinated and unequivocal way.

Download or read book Signs of Signification written by Norma Presmeg and published by Springer. This book was released on 2018-01-23 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Semiotics in Mathematics Education written by Norma Presmeg and published by Springer. This book was released on 2016-04-11 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Semiotics as a Tool for Learning Mathematics written by Adalira Sáenz-Ludlow and published by Springer. This book was released on 2015-12-17 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Language and Mathematics Education written by Judit N. Moschkovich and published by IAP. This book was released on 2010-11-01 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: Issues of language in mathematics learning and teaching are important for both practical and theoretical reasons. Addressing issues of language is crucial for improving mathematics learning and teaching for students who are bilingual, multilingual, or learning English. These issues are also relevant to theory: studies that make language visible provide a complex perspective of the role of language in reasoning and learning mathematics. What is the relevant knowledge base to consider when designing research studies that address issues of language in the learning and teaching of mathematics? What scholarly literature is relevant and can contribute to research? In order to address issues of language in mathematics education, researchers need to use theoretical perspectives that integrate current views of mathematics learning and teaching with current views on language, discourse, bilingualism, and second language acquisition. This volume contributes to the development of such integrated approaches to research on language issues in mathematics education by describing theoretical perspectives for framing the study of language issues and methodological issues to consider when designing research studies. The volume provides interdisciplinary reviews of the research literature from four very different perspectives: mathematics education (Moschkovich), Cultural-Historical-Activity Theory (Gutiérrez, Sengupta-Irving, & Dieckmann), systemic functional linguistics (Schleppegrell), and assessment (Solano-Flores). This volume offers graduate students and researchers new to the study of language in mathematics education an introduction to resources for conceptualizing, framing, and designing research studies. For those already involved in examining language issues, the volume provides useful and critical reviews of the literature as well as recommendations for moving forward in designing research. Lastly, the volume provides a basis for dialogue across multiple research communities engaged in collaborative work to address these pressing issues.

Download or read book Problem solving in Mathematics written by Marcel Danesi and published by Peter Lang. This book was released on 2008 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Problem-solving in mathematics is seen by many students as a struggle. Since the capacity to count and understand basic arithmetical concepts (adding, taking away, etc.) is innate and emerges effortlessly in childhood, why does this negative perception and fear of problem-solving exist? This book counteracts this perception by providing a semiotic analysis of problem-solving and, from this analysis, constructing a pedagogical framework for teaching problem-solving that is consistent with the psychology of how humans learn to use signs and symbols. It is based on an experimental math course designed to impart fluency in problem-solving through semiotic training. The positive results of that course inspired the writing of this book.

Download or read book Interdisciplinary Perspectives on Math Cognition written by Marcel Danesi and published by Springer Nature. This book was released on 2019-09-14 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is an anthology of contemporary studies from various disciplinary perspectives written by some of the world's most renowned experts in each of the areas of mathematics, neuroscience, psychology, linguistics, semiotics, education, and more. Its purpose is not to add merely to the accumulation of studies, but to show that math cognition is best approached from various disciplinary angles, with the goal of broadening the general understanding of mathematical cognition through the different theoretical threads that can be woven into an overall understanding. This volume will be of interest to mathematicians, cognitive scientists, educators of mathematics, philosophers of mathematics, semioticians, psychologists, linguists, anthropologists, and all other kinds of scholars who are interested in the nature, origin, and development of mathematical cognition.

Download or read book Multimodal Discourse Analysis written by Kay O'Halloran and published by A&C Black. This book was released on 2004-03-01 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together cutting-edge research on multimodal texts and the "discourses" generated through the interaction of two or more modes of communication, for example pictures of language, typography and layout, body movement and camera movement. The contributors collected within this volume use systemic functional linguistics to analyze how meaning is generated within a series of case studies. The result is a comprehensive survey of the ways in which enhanced meaning emerges through the interaction of more than one mode of communication. Multimodal Discourse Analysis will be useful to researchers interested in the application of systemic functional linguistics to media studies, discourse analysis and cognitive linguistics.

Download or read book Handbook of International Research in Mathematics Education written by Lyn D. English and published by Routledge. This book was released on 2010-04-02 with total page 942 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together mathematics education research that makes a difference in both theory and practice - research that anticipates problems and needed knowledge before they become impediments to progress.

Download or read book Language Knowledge and Pedagogy written by Frances Christie and published by Bloomsbury Publishing. This book was released on 2009-02-01 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the nature of knowledge, language and pedagogy from the perspective of two complementary theories: systemic functional linguistics, and Bernstein-inspired sociology. Bernstein's sociology of knowledge makes a distinction between horizontal and vertical discourses as ways in which knowledge is transmitted in institutional settings, with teachers as agents of symbolic control. Systemic functional linguists have explored educational discourse according to similar hierarchies, and by bringing the two perspectives together this book shows the impact of language on knowledge and pedagogy. The contributors examine the different structures of knowledge and the flow of information within the school context, but also according to language in early childhood, literacy, English, the social sciences, science and mathematics. The result is a progressive and dynamic analysis of knowledge structures at work in educational institutions. Language, Knowledge and Pedagogy makes a major contribution to linguistics, applied linguistics and educational theory. It will be of interest to researchers working in these areas.

Download or read book VALUES AND VALUING IN MATHEMATICS EDUCATION written by Yüksel Dede and published by Springer Nature. This book was released on 2024 with total page 455 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Latinos as and Mathematics Education written by Kip Téllez and published by IAP. This book was released on 2011-05-01 with total page 363 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book that explores the mathematics education of Latinos/as in 13 original research studies. Each chapter represents research that grounds mathematics instruction for Latinos/as in the resources to be found in culture and language. By inverting the deficit perspective, this volume redresses the shortcomings found in the previous literature on Latino/a learners. Each study frames language (e.g. bilingualism) not as an obstacle to learning, but as a resource for mathematical reasoning. Other chapters explore the notion of cultural variation not as a liability but as a tool for educators to build upon in the teaching of mathematics. Specifically, the book reframes culture as a focus on the practices, objects, inscriptions, or people that connect mathematical concepts to student thinking and experiences, both in and out of school. The book's four sections divide the research: The first section of the book focuses on mathematic learning in classrooms, specifically exploring bilingual, Latino/a students; the second section explores Latino/a learners in communities, including the role parents can play in advancing learning; the third section includes chapters focused on teacher professional growth; the final section concerns the assessment (and mis-assessment) of Latino/a learners. The research shared in this volume provides ample evidence that mathematics educators who choose to ignore language or culture in their pedagogy risk shortchanging their Latino/a students.

Download or read book European and Chinese Cognitive Styles and their Impact on Teaching Mathematics written by Filippo Spagnolo and published by Springer Science & Business Media. This book was released on 2010-04-22 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book provides strong evidence that research on the cognitive processes from arithmetic thought to algebraic thought should take into consideration the socio-cultural context. It is an important contribution to the literature on linguistic structure in comparative studies related to Chinese student mathematics learning. This book not only makes a great contribution to research in mathematics education, the findings of this study also addressed insightful approaches and thoughts of understanding the development of algebraic thinking in cultural contexts for classroom teachers. Using written Chinese language from different theoretical references provided wonderful approaches for understanding student algebra cognitive development in a different way and calls educators for to pay special attention to an epistemological and linguistic view of algebraic development. The findings inform classroom teachers that the cultural context plays an important role in student learning mathematics. A typical analysis of the cognitive dimension involved in some in the historical and cultural contexts is a great resource for classroom teachers. I really enjoyed reading this book and learned a lot from its compelling analysis. Shuhua An, Associate Professor and Director of Graduate Program in Mathematics Education, California State University, Long Beach

Download or read book Discourse Analytic Perspectives on STEM Education written by Juliet Langman and published by Springer. This book was released on 2017-05-23 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume explores the nature of discourse in secondary and upper elementary mathematics and science classrooms. Chapters examine conditions that support or hinder teachers and students, in particular language learners, in employing language as a tool for learning. The volume provides rich oral and written language examples from a range of classroom contexts to illustrate how linguistic practices affect students’ appropriation and display of disciplinary specific knowledge. Chapters further explore linguistic practices through with the support of discourse analytic models that foreground the authentic classroom data with the aim of understanding the dynamics of the classroom. The authors investigate the intersection between discourse and learning from a range of perspectives, including an examination of key concepts such as intertextuality, interaction, mediation, scaffolding, appropriation, and adaptations. This volume offers concrete suggestions on how teachers might benefit from a discourse approach to teaching in the areas of mathematics and science.

Download or read book Disciplinarity Functional Linguistic and Sociological Perspectives written by Frances Christie and published by Bloomsbury Publishing. This book was released on 2011-02-03 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Disciplinary knowledge is under threat in the modern world. Claims abound that we are entering a landscape in which the division of disciplines is obsolete, implying a commitment to outdated values in scholarship. Notions of 'discipline' are critiqued as reflecting social power and representing the worldview of dominant social groups. By addressing and challenging such claims, this edited collection argues that proclamations of the death of disciplines have been greatly overstated. Not only are the notions of disciplinarity still important for understanding how we come to know the world, but this volume demonstrates how significant disciplinarity is to understanding different forms of knowledge if we wish to improve the building of knowledge and educational practice. Using analytical tools from systemic functional linguistics theory and social realist sociology, this volume illustrates how different disciplines can collaborate and cross-fertilize successfully, without losing their distinctive insights and disciplinary integrity. The subsequent theory developed will thereby extend both linguistic and sociological approaches to the topic and make a major contribution to educational theory.

Download or read book Theorizing and Measuring Affect in Mathematics Teaching and Learning written by Chiara Andrà and published by Springer Nature. This book was released on 2021-01-23 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a literature review of and a state-of-the-art glimpse into current research on affect-related aspects of teaching and learning in and beyond mathematics classrooms. Then, research presented at the MAVI 25 Conference, which took place in Intra (Italy) in June 2019, is grouped in thematic strands that capture cutting-edge issues related to affective components of learning and teaching mathematics. The concluding chapter summarises the main messages and sketches future directions for research on affect in mathematics education. The book is intended for researchers in mathematics education and especially graduate students and PhD candidates who are interested in emotions, attitudes, motivations, beliefs, needs and values in mathematics education.