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Students’ understanding of algebraic notation: a semiotic systems perspective. (English)
J. Math. Behav. 43, 70-88 (2016).
Classification: E40 H30
1
Visualising cubic reasoning with semiotic resources and modeling cycles. (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 89-109 (2016).
Classification: U60 E50 G30 M60 M50
2
Abduction in proving. (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 155-179 (2016).
Classification: E50 G40 E40
3
Instead of the circle\dots what? (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 127-153 (2016).
Classification: E40 C30 G40 F50
4
Diagrams as means for learning. (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 111-126 (2016).
Classification: E40 C30
5
Classroom mathematical activity when it is seen as an inter-intra double semiotic process of interpretation. A Peircean perspective. (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 43-66 (2016).
Classification: E40 C70 C30
6
Semiotic analysis of collective problem-solving processes using digital media. (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 183-208 (2016).
Classification: D50 E40 U70
7
Constructing knowledge seen as a semiotic activity. (English)
Saénz-Ludlow, Adalira (ed.) et al., Semiotics as a tool for learning mathematics. How to describe the construction, visualisation, and communication of mathematical concepts. Rotterdam: Sense Publishers (ISBN 978-94-6300-336-0/hbk; 978-94-6300-335-3/pbk; 978-94-6300-337-7/ebook). Semiotic Perspectives in the Teaching and Learning of Mathematics Series 3, 1-21 (2016).
Classification: C30 C50 E40 D20
8
Research on teacher training. (Investigación sobre la práctica del profesor.) (Spanish)
Azcárate, Carmen (ed.) et al., Didáctica del análisis matemático: una revisión de las investigaciones sobre su enseñanza y aprendizaje en el contexto de la SEIEM. Periodo 1997‒2014. La Laguna: Universidad de La Laguna, Servicio de Publicaciones (ISBN 978-84-15939-38-2/pbk). Materiales Didácticos Universitarios; Serie Matemáticas 1, 197-207 (2015).
Classification: D39 C39
9
Prospective teachers’ semiotic conflicts in computing probabilities from a two-way table. (English)
Math. Educ. (Ank.) 10, No. 1, 3-16 (2015).
Classification: K59
10
Why numbers and what for? (Warum und wozu Zahlen?) (German)
Reinhold, Simone (ed.) et al., Mathematische Studien im Spannungsfeld von Geschichte, Philosophie \& Didaktik der Mathematik. Festschrift für Thomas Bedürftig. Münster: WTM-Verlag (ISBN 978-3-942197-46-5/pbk). Festschriften der Mathematikdidaktik 2, 157-174 (2015).
Classification: F20 E20 A30
11
The field of tension between symbols and meaning during the development of the number system. (Das Spannungsfeld zwischen Zeichen und Bedeutung beim Aufbau des Zahlensystems.) (German)
Reinhold, Simone (ed.) et al., Mathematische Studien im Spannungsfeld von Geschichte, Philosophie \& Didaktik der Mathematik. Festschrift für Thomas Bedürftig. Münster: WTM-Verlag (ISBN 978-3-942197-46-5/pbk). Festschriften der Mathematikdidaktik 2, 29-44 (2015).
Classification: F10 A30 D20 C30
12
Learning difficulties in elementary mathematics classes. Epistemologic analyses of a teaching sequence. (Lernschwierigkeiten im mathematischen Anfangsunterricht. Epistemologische Analysen einer Unterrichtssequenz.) (German)
Reinhold, Simone (ed.) et al., Mathematische Studien im Spannungsfeld von Geschichte, Philosophie \& Didaktik der Mathematik. Festschrift für Thomas Bedürftig. Münster: WTM-Verlag (ISBN 978-3-942197-46-5/pbk). Festschriften der Mathematikdidaktik 2, 65-100 (2015).
Classification: D72 C92 F22 F32 D82
13
Drops of didactics. Insights and reflection on research in mathematics education. (Gocce di didattica. Spunti e riflessioni dalla ricerca in didattica della matematica.) (Italian. English summary)
Boll. Docenti Mat. 70, 103-106 (2015).
Classification: D20 C30
14
Establishing meaning as learning and teaching content. (Bedeutungsherstellung als Lehr- und Lerninhalt.) (German. English summary)
Math. Didact. 38, 205-229 (2015).
Classification: D20 E20 E40
15
Teacher’s awareness of the semio-cognitive dimension of learning mathematics. (La consapevolezza dell’insegnante della dimensione semio-cognitiva dell’apprendimento della matematica.) (Italian. English summary)
Boll. Docenti Mat. 71, 59-91 (2015).
Classification: C30
16
The semiotic structure of geometry diagrams: how textbook diagrams convey meaning. (English)
J. Res. Math. Educ. 46, No. 2, 147-195 (2015).
Classification: U20 G40 E40
17
Service-learning as teacher education. (English)
Gellert, Uwe (ed.) et al., Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012. Cham: Springer (ISBN 978-3-319-15409-1/hbk; 978-3-319-15410-7/ebook). Advances in Mathematics Education, 409-424 (2015).
Classification: D40 D39 C30 D60
18
Considering the classroom space: towards a multimodal analysis of the pedagogical discourse. (English)
Gellert, Uwe (ed.) et al., Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012. Cham: Springer (ISBN 978-3-319-15409-1/hbk; 978-3-319-15410-7/ebook). Advances in Mathematics Education, 225-236 (2015).
Classification: C70 D40
19
Characterizing instructor gestures in a lecture in a proof-based mathematics class. (English)
Educ. Stud. Math. 90, No. 3, 233-258 (2015).
Classification: C59 H45
20
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