Semiosis as a multimodal process

By F. Arzarello. 2006

200 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/35e6b1247418af3d8acf75ec3db1c9150bc65d76

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Citations in the corpus

Semiotic Mediation in the Mathematics Classroom: Artefacts and Signs after a Vygotskian Perspective (2008, methodology): “We utilize the term sign in a sense deeply inspired by Pierce, and consistent with the latest claims concerning the need of enlarging the notion of semiotic system (Radford 2003; Arzarello 2006) including different and more fl exible kind of signs.”
Why is the learning of elementary arithmetic concepts difficult? Semiotic tools for understanding the nature of mathematical objects (2011, unknown): “Likewise, our notion of semiotic system is compatible with that described by Radford (2002), and the notions of semiotic set and bundle by Arzarello (2006), as long as we widen our notion of the linguistic constituents of the configurations by incorporating any kind of material medium (artefacts)…”
Algebraic thinking from a cultural semiotic perspective (2010, background): “(Arzarello 2006; Ernest 2008; Radford 2002a). Secondly, signs are not considered as mere indicators of mental activity. In contrast, signs are considered as constitutive parts of thinking. In more precise terms, within this semiotic-cultural perspective, thinking is considered a sensuous and sign-me”
Recent research on geometry education: an ICME-13 survey team report (2016, methodology): “This is the almost-empiricism that Arzarello et al. (2012) referred to where in this case DGE can be regarded as an experimental laboratory with conceptual mathematical objects as objects of investigation.”
Gestures and conceptual integration in mathematical talk (2009, background): “For example, it has been found that gesture and speech can “package” complementary forms of information, and can be utilized by the speaker to support his or her thinking and problem-solving ( Arzarello 2006, this issue; Goldin-Meadow 2003; Kita 2000; McNeill 2005; Radford 2003, this issue).”
Playing Mathematical Instruments: Emerging Perceptuomotor Integration with an Interactive Mathematics Exhibit (2013, background): “Our view contributes to an emerging body of work in research in mathematics education aiming to understand how multiple streams of embodied activity constitute experiences of mathematical thinking and learning (Arzarello, 2006; Radford, 2009; Roth, 2011).”
Artifacts and signs after a Vygotskian perspective: the role of the teacher (2009, background): “…refers to this version of the software. complex hybrids as described, for instance, by the notion of boundle (Arzarello, 2006) In the following I will use the term sign in a broad sense, in agreement with the shared claim of considering semiotic systems at large (Radford, 2003; Arzarello, 2006).”
Iconicity and contraction: a semiotic investigation of forms of algebraic generalizations of patterns in different contexts (2008, background): “That which my reviewer sees as a move into the darkness of theorizing, I see as the emergence of light. contraction: within a same set of semiotic systems (which Arzarello (2006) calls a Semiotic Bundle) and between semiotic systems.”
Mathematical imagination and embodied cognition (2009, background): “Multimodality is an important aspect of current work on research in mathematics education (Arzarello 2006) and of emerging perspectives on embodied cognition: Multimodal integration has been found in many different locations in the brain, and we believe that it is the norm […].”
“No! He starts walking backwards!”: interpreting motion graphs and the question of space, place and distance (2009, background): “…with cultural practices (Ilyenkov 1977; Leont’ev 1978; Vygotsky and Luria 1994; Wartofsky 1979) and the mediating role of artifacts and the body (Arzarello 2006; Bartolini Bussi and Mariotti 2008; Edwards 2009; Radford 2009a; Robutti 2006), I will explore the role of discourse, signs, body,…”
Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings (2009, background): “…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 Núñez 2000; Nemirovsky 2003; Núñez, Edwards, & Matos 1999; Radford, Bardini, Sabena, Diallo,…”