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Educational Studies in Mathematics


Référence :  Vol.61, n°1-2, février 2006

Thème :  Semiotic Perspectives and Mathematics

  Guest Editorial
  • Semiotic Perspectives on Learning Mathematics and Communicating Mathematically, Sàenz–Ludlow, Adalira; Presmeg, Norma
  • Mathematical Epistemology from a Peircean Semiotic Point of View, Otte, Michael
  • The Anthropology of Meaning: Some have concluded that, if meaning is negotiable, then it is no longer of any use in explaining the way we understand one another. (Eco, 1999, p. 271), Radford, Luis
  • A Semiotic Perspective of Mathematical Activity: The Case of Number, Ernest, Paul
  • A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics, Duval, Raymond
  • What Makes a Sign a Mathematical Sign? – An Epistemological Perspective on Mathematical Interaction, Steinbring, Heinz
  • Semiotics and the “Connections” Standard: Significance of Semiotics for Teachers of Mathematics, Presmeg, Norma
  • Classroom Interpreting Games with an Illustration, Sáenz-Ludlow, Adalira
  • What does Social Semiotics have to Offer Mathematics Education Research?, Morgan, Candia
  • Mathematics and Mathematics Education as Triadic Communication? a Semiotic Framework Exemplified, Ongstad, Sigmund
  • What Is a “Semiotic Perspective”, and What Could It Be? Some Comments on the Contributions to This Special Issue, Hoffmann, Michael

    Informations complémentaires :
      http://www.ingentaconnect.com/.../educ