Signs and meanings in students' emergent algebraic thinking: A semiotic analysis

By Luis Radford. 2000

309 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/28f61af5ebc5b1174abe79e6dc3b2929d31ee4a1

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Citations in the corpus

The Mathematical Modeling of Structural Engineers (2006, background): “Indeed, generalization problems have become a mainstay of K–12 reform curricula (Noss, Healy, & Hoyles, 1997; Radford, 2000).”
Handbook of research on the psychology of mathematics education: past, present and future (2006, background): “…of (oral and written) signs and the meanings they ascribe to them as they engage in the construction of expressions of mathematical generality, Radford (2000) has observed that: Students, at the very beginning, tend to have recourse to other experiential aspects more accessible to them than…”
What Makes a Sign a Mathematical Sign? – An Epistemological Perspective on Mathematical Interaction (2006, background): “Matthi’s signs are essentially of a deictic nature; in addition he speaks supportingly of “here”, “there” and “this” when pointing at positions in the number wall (compare with the distinction between “deictic function” and “generative action function” made by Radford (Radford, 2000, p. 247)).”
Language and communication in mathematics education: an overview of research in the field (2014, background): “Such research explores how students choose from and make use of available semiotic resources to do mathematics (Radford 2000).”
Diagrammatic Reasoning as the Basis for Developing Concepts: A Semiotic Analysis of Students' Learning about Statistical Distribution (2005, unknown): “Whitson, 1997; Radford, 2000; Hoffmann, 2000; Anderson et al., 2003; and SáenzLudlow, 2003.”
Generalization of patterns: the tension between algebraic thinking and algebraic notation (2002, background): “Patterns There are several attempts to develop students’ pattern finding strategies at different levels, from nursery school to secondary school (Ishida, 1997; Iwasaki and Yamaguchi, 1997; Orton and Orton, 1999; Radford, 2000).”
Middle school children’s cognitive perceptions of constructive and deconstructive generalizations involving linear figural patterns (2008, background): “Language is an important factor (MacGregor & Stacey, 1992; Radford, 2000, 2001; Stacey & MacGregor, 2001).”
What does Social Semiotics have to Offer Mathematics Education Research? (2006, methodology): “The construction of mathematical meanings has come to be seen as oc curring in interaction between teacher and students or among students and insights into processes of construction have been provided by analyses of such interaction using various approaches to discourse and semiotics (Kieran, 2001; ”
Gestures, Speech, and the Sprouting of Signs: A Semiotic-Cultural Approach to Students' Types of Generalization (2003, methodology): “…1995, p. 35). word by exposing a part of it).20 This is why I suggested elsewhere that the sign n can be seen as an index in Peirce’s (1955) sense (Radford 2000b, 2000c).21 Regarding the functions that a sign can serve, it is worth considering the tasks that can be carried out with these kinds…”
Syntax and Meaning as Sensuous, Visual, Historical forms of Algebraic Thinking (2007, methodology): “Details of the methodology can be found in Radford, 2000b.”
EXAMINING MATHEMATICAL DISCOURSE PRACTICES (2007, background): “The theoretical framework builds on previous work examining classroom mathematical discussions that involve conjecturing, explaining, justifying, and evaluating solutions (Forman, McCormick and Donato, 1998; Pimm, 1987; Radford, 2001).”
Appropriating Mathematical Practices: A Case Study of Learning to Use and Explore Functions Through Interaction with a Tutor (2004, methodology): “In mathematics education, Radford (2001) has used the notion of appropriation to focus on the individual appropriation of “technical mathematical expressions” (p. 251) that includes re-creation.”
Teacher education through the history of mathematics (2007, background): “For this reason it was necessary to recall the educational literature on algebra discussed in the theoretical courses of mathematics education, see (Bednarz, Kieran, & Lee, 1996; Puig, 2004; Radford, 2000; Schoenfeld & Arcavi, 1988).”
International group for the psychology of mathematics education (2008, background): “Radford, L. (2003). Gestures, speech, and the sprouting of signs. Mathematical Thinking and Learning, 5(1), 37-70. Seitz, J.A. (2000). The Bodily Basis of Thought, New Ideas in Psychology: An International Journal of Innovative Theory in Psychology, 18(1), 23-40. Sfard, A. & McClain, K. (2002). Anal”