Iconicity and contraction: a semiotic investigation of forms of algebraic generalizations of patterns in different contexts

By Luis Radford. 2008

252 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/164f3efeb6db4db961a46ad07e1d0425425f3e00

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Citations in the corpus

Grade 2 Students’ Non-Symbolic Algebraic Thinking (2011, background): “For instance, some of them tend to produce generalizations that are strictly arithmetic—e.g., guessing rules and inductive generalizations (for a detailed discussion about the difference between algebraic and non-algebraic generalizations, see Radford 2008a ).”
Embodiment, perception and symbols in the development of early algebraic thinking (2011, methodology): “This refinement is what we have called a semiotic contraction (Radford, 2008b) and is a symptom of learning and conceptual development.”
“No! He starts walking backwards!”: interpreting motion graphs and the question of space, place and distance (2009, background): “Suffice it to say that the concept of time followed a similar historical developmental path as that of space (see, e.g., Radford 2008c, 2009b). social space of interaction ensured by the activity’s pedagogical design, allowed the students to overcome the first obstacles and engage in a process of…”
What Is a Pattern? Criteria Used by Teachers and Young Children (2012, background): “Recognizing patterns is seen as critical to algebraic thinking because it develops students’ ability to express generalities by recognizing commonalities, articulating rules and relationships, and eventually representing those relationships using symbols (Mason, 1996; Radford, 2008).”
Three Key Concepts of the Theory of Objectification: Knowledge, Knowing, and Learning (2013, background): “In the latter case, the students tend to rely on trialand-error methods that, as I have argued elsewhere, are not algebraic, but arithmetic in nature (Radford, 2008, 2010).”
Early Algebraic Thinking: Epistemological, Semiotic, and Developmental Issues (2012, background): “…2012 The lengthy, creative, and gradual processes through which the students encounter, and become acquainted with historically constituted cultural meanings and forms of (in our case algebraic) reasoning and action is what I have termed, following Hegel, objectification (Radford, 2002; 2008b).”