Abstract
Semiotic reality is a fundamental part of our common reality. Where we stand in this chapter looks upon the teaching-learning of mathematics as a double semiotic process of interpretation. It takes place within the socio-mathematical semiotic reality that teachers and students inherit and jointly activate in the classroom.
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Sáenz-Ludlow, A., Zellweger, S. (2016). Classroom Mathematical Activity When it is Seen as an Inter-Intra Double Semiotic Process of Interpretation. 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_3
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DOI: https://doi.org/10.1007/978-94-6300-337-7_3
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