On embodiment, artifacts, and signs: A semiotic-cultural perspective on mathematical thinking
By Luis Radford, C. Bardini, C. Sabena, Pounthioun Diallo, Athanase Simbagoye. 2005
55 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/2860e3dff9a3d7b61b0a7a4d815cd1534189b780
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Luis Radford
- Ricardo Nemirovsky
- Lulu Healy
- N. Presmeg
- Caroline Bardino
- C. Sabena
- S. Fernandes
- Francesca Ferrara
Citations in the corpus
- Perceiving the General: The Multisemiotic Dimension of Students' Algebraic Activity (2007, background): “Instead of considering mathematics to be a set of disembodied truths beyond the vicissitudes of cultures, we see it much like art and poetry, that is to say, as a way of expressing ourselves and of making sense of our world (Radford, 1997; Radford, Bardini, & Sabena, 2005 ).”
- The role of gestures in the mathematical practices of those who do not see with their eyes (2011, background): “We are by no means alone in questioning the unidirectional concrete-to-abstract view of learning (see, for example, Wilensky, 1991; Confrey, 1995 ;N oss Hv an Oers & Poland, 2007) or in suggesting that concrete manipulations and other forms of sensorimotor activity are present in mathematical practi”
- Research on Visualization in Learning and Teaching Mathematics: Emergence from Psychology (2006, background): “The further development of theory concerning the use of visualization in mathematics was also suggested by Kadunz and Strässer (2004), and this development could include connections with semiotics regarding gestures and other signs (Radford et al., 2003; 2005).”
- Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings (2009, background): “Now, the insertion of the body into an account of cognition in general and mathematics cognition in particular could hardly succeed without revisiting the idea of cognition itself (Arzarello 2006a, b; Lakoff and Johnson 1999; Lakoff and Nunez 2000; Nemirovsky 2003; Nunez, Edwards, & Matos 1999; Rad”
- Mathematical imagination and embodied cognition (2009, background): “Radford has developed a perspective in which mathematical semiotic spaces are constituted and navigated through utterances (Radford 2006; Radford, Bardini, Sabena, Diallo and Simbagoye 2005 ).”