Πέμπτη, 26 Μαΐου 2011

Educational Studies in Mathematics

Educational Studies in Mathematics

Vol. 77, n°2-3, juillet 2011

Signifying and meaning-making in mathematical thinking, teaching, and learning, Luis Radford, Gert Schubring, Falk Seeger
The role of gestures in the mathematical practices of those who do not see with their eyes, Lulu Healy, Solange Fernandes
Gesturing for oneself, Harun Zurina, Julian Williams
Semiotic and theoretic control in argumentation and proof activities, Ferdinando Arzarello, Cristina Sabena
On meaning making in mathematics education: social, emotional, semiotic, Falk Seeger
Intercorporeality and ethical commitment: an activity perspective on classroom interaction, Luis Radford, Wolff-Michael Roth
Why is the learning of elementary arithmetic concepts difficult? Semiotic tools for understanding the nature of mathematical objects, Juan Godino, Vicenç Font, Miguel Wilhelmi, Orlando Lurduy
Radical embodiment and semiotics: toward a theory of mathematics in the flesh, Jennifer Thom, Wolff-Michael Roth
Objectification and semiotic function, George Santi
Evolution, learning, and semiotics from a Peircean point of view, Michael Otte
On how n and i turned out to become indices in mathematical sequences and formulae, Gert Schubring
Geometry, subjectivity and the seduction of language: the regulation of spatial perception, Tony Brown, David Heywood
The emergence of mathematical structures, Stephen Hegedus, Luis Moreno-Armella
Signs for you and signs for me: the double aspect of semiotic perspectives, Michael Fried

http://www.springerlink.com/content/0013-1954/77/2-3/

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