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Constructing Knowledge Seen as a Semiotic Activity

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Semiotics as a Tool for Learning Mathematics

Abstract

During the last two decades, semiotics has been attaining an important explanatory role within mathematics education. This is partly due to its wide range of applicability. In particular, the success of semiotics in mathematics education may be also a consequence of the iconicity and indexicality embedded in symbols, in general, and mathematical symbols, in particular.

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Author information

Authors and Affiliations

  1. Department of Mathematics and Statistics, University of North Carolina at Charlotte, USA

    Adalira Sáenz-Ludlow

  2. Department of Mathematics, Alpen-Adria-Universität Klagenfurt, Austria

    Gert Kadunz

Authors
  1. Adalira Sáenz-Ludlow
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  2. Gert Kadunz
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Editor information

Editors and Affiliations

  1. University of North Carolina at Charlotte, USA

    Adalira Sáenz-Ludlow

  2. University of Klagenfurt, Austria

    Gert Kadunz

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Sáenz-Ludlow, A., Kadunz, G. (2016). Constructing Knowledge Seen as a Semiotic Activity. In: Sáenz-Ludlow, A., Kadunz, G. (eds) Semiotics as a Tool for Learning Mathematics. Semiotic Perspectives in the Teaching and Learning of Mathematics Series. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-337-7_1

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  • DOI: https://doi.org/10.1007/978-94-6300-337-7_1

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-337-7

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