Mathematics as Sign: Writing, Imagining, Counting

By B. Rotman. 2000

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The Enactive Roots of STEM: Rethinking Educational Design in Mathematics (2015, background): “…would involve, for example, changing the size of the playing field, adjusting distances between players, fatiguing players as opposed to, pace Dreyfus and Dreyfus (1986), inculcating skills by, in the first stage, breaking them in analytic steps and sequences by means of instruction (Hutto and…”
Tracing the Evolution of Pedagogical Content Knowledge as the Development of Interanimated Discourses (2006, background): “about mathematical objects and relations (Rotman, 2000).”
Why Cannot Children See as the Same What Grown-Ups Cannot See as Different?— Early Numerical Thinking Revisited (2005, background): “More recently, non-Platonism has been promoted by sociologists of science (e.g., Bloor, 1976), semioticians (Rotman, 1994, 2000), and in educational publications (e.g., Ernest, 1991).”