Syntax and Meaning as Sensuous, Visual, Historical forms of Algebraic Thinking

By Luis Radford, Luis Puig. 2007

68 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability, Theoretical Computer Science

View Paper: https://www.semanticscholar.org/paper/572402de33a5ab8c9733197e19baea0c6e649299

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Citations in the corpus

Algebraic thinking from a cultural semiotic perspective (2010, unknown): “…etc. unknowns and parameters) as if you knew them, as if they were specific numbers (see, e.g., Kieran 1989, 1990; Filloy and Rojano 1984a, 1989; Cortes, Vergnaud, and Kavafian 1990; for some epistemological analysis, see Filloy and Rojano 1984b; Puig 2004; Radford and Puig 2007; Serfati 1999).”
Obstacles and Affordances for Integer Reasoning: An Analysis of Children's Thinking and the History of Mathematics (2014, background): “Radford and Puig (2007) explained this type of relationship with their Embedment Principle, which posits that similarities exist because the historical dimension is embedded into our current social mathematical practices and the resultant semiotic representations and tools we use today (see also…”
Early Algebraic Thinking: Epistemological, Semiotic, and Developmental Issues (2012, background): “That is, one has to consider the indeterminate quantities as if they were something known, as if they were specific numbers (see, e.g., Kieran 1989, 1990; Filloy, Rojano, and Puig (2007); for some epistemological analysis, see Radford and Puig (2007); Serfati (1999)).”
A categorization of the “whys” and “hows” of using history in mathematics education (2009, background): “According to Schubring (1978), especially the historical-genetic principle has been criticized over the years.”
Cultural-historical activity theory: Vygotsky’s forgotten and suppressed legacy and its implication for mathematics education (2012, background): “For example, it is well known that artifacts and practices crystallise cultural knowledge (Radford and Puig 2007; Williams and Wake 2007) such that what once were necessary skills come to be sedimented and no longer are needed—though they may be re-awakened at any time, as a study of the history of…”