國立虎尾科技大學 |

Semiotics as a tool for learning mathematics = how to describe the construction, visualisation, and communication of mathematical concepts /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Semiotics as a tool for learning mathematics/ edited by Adalira Saenz-Ludlow, Gert Kadunz.
其他題名:	how to describe the construction, visualisation, and communication of mathematical concepts /
其他作者:	Saenz-Ludlow, Adalira.
出版者:	Rotterdam :SensePublishers : : 2016.,
面頁冊數:	vi, 225 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
標題:	Mathematics - Study and teaching. -
電子資源:	http://dx.doi.org/10.1007/978-94-6300-337-7
ISBN:	9789463003377

Semiotics as a tool for learning mathematics = how to describe the construction, visualisation, and communication of mathematical concepts /
Semiotics as a tool for learning mathematicshow to describe the construction, visualisation, and communication of mathematical concepts /[electronic resource] :edited by Adalira Saenz-Ludlow, Gert Kadunz. - Rotterdam :SensePublishers :2016. - vi, 225 p. :ill., digital ;24 cm. - Semiotic perspectives in the teaching and learning of mathematics series ;v.3. - Semiotic perspectives in the teaching and learning of mathematics series ;v.3..

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.

ISBN: 9789463003377

Standard No.: 10.1007/978-94-6300-337-7doiSubjects--Topical Terms:

671531
Mathematics
--Study and teaching.

LC Class. No.: QA11.2 / .S46 2016

Dewey Class. No.: 510

Semiotics as a tool for learning mathematics = how to describe the construction, visualisation, and communication of mathematical concepts /
LDR:02674nam a2200325 a 4500 001 861526
003 DE-He213
005 20160810165830.0
006 m d
007 cr nn 008maaau
008 170720s2016 ne s 0 eng d
020 $a 9789463003377 $q (electronic bk.)
020 $a 9789463003353 $q (pbk.)
020 $a 9789463003360 $q (hbk.)
024 7 $a 10.1007/978-94-6300-337-7 $2 doi
035 $a 978-94-6300-337-7
040 $a GP $c GP
041 0 $a eng
050 4 $a QA11.2 $b .S46 2016
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
082 0 4 $a 510 $2 23
090 $a QA11.2 $b .S471 2016
245 0 0 $a Semiotics as a tool for learning mathematics $h [electronic resource] : $b how to describe the construction, visualisation, and communication of mathematical concepts / $c edited by Adalira Saenz-Ludlow, Gert Kadunz.
260 $a Rotterdam : $b SensePublishers : $b Imprint: SensePublishers, $c 2016.
300 $a vi, 225 p. : $b ill., digital ; $c 24 cm.
490 1 $a Semiotic perspectives in the teaching and learning of mathematics series ; $v v.3
520 $a 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.
650 0 $a Mathematics $x Study and teaching. $3 671531
650 0 $a Semiotics. $3 559892
650 1 4 $a Education. $3 555912
650 2 4 $a Education, general. $3 1068901
700 1 $a Saenz-Ludlow, Adalira. $3 1104014
700 1 $a Kadunz, Gert. $3 1104015
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer eBooks
830 0 $a Semiotic perspectives in the teaching and learning of mathematics series ; $v v.3. $3 1104016
856 4 0 $u http://dx.doi.org/10.1007/978-94-6300-337-7
950 $a Education (Springer-41171)