The Eye as a Theoretician: Seeing Structures in Generalizing Activities.

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When the Classroom Floor Becomes the Complex Plane: Addition and Multiplication as Ways of Bodily Navigation (2012, background): “In recent years, there has been a growing interest in this relationship between embodied cognition and mathematics learning and abstraction (Alibali & GoldinMeadow, 1993; Alibali & Nathan, 2007; Goodwin, 2000; Radford, 2009, 2010; Roth, Bowen, & Masciotra, 2002; Roth & Welzel, 2001; Tall, 2004).”
READING MATHEMATICS REPRESENTATIONS: AN EYE-TRACKING STUDY (2015, background): “As Radford stressed in several works (see e.g. Radford, 2002; 2010), a crucial problem for learners is to designate in different ways the objects of discourse, in the two semiotic registers (this has also been pointed out by Duval, 2006).”
Early Algebraic Thinking: Epistemological, Semiotic, and Developmental Issues (2012, background): “Such a linkage rests on the cultural transformation in the manner in which sequences can be seen—a transformation that may be termed the domestication of the eye (Radford, 2010).”