Semiotics and the “Connections” Standard: Significance of Semiotics for Teachers of Mathematics

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Gestures and conceptual integration in mathematical talk (2009, background): “This type of reference has been called a “chain of signification” (cf., Cobb, Gravemeijer, Yackel, McClain, & Whitenack 1997; Presmeg 2006; Walkerdine 1988), and is very common in mathematical discourse.”
Semiotic Mediation in the Mathematics Classroom: Artefacts and Signs after a Vygotskian Perspective (2008, background): “Further elaborated by Hall (2000) and Presmeg (2006), the notion of semiotic chain (or chaining) is also crucial in our theoretical framework, but with a particular emphasis on the role of an artifact in triggering the semiotic process.”
Academic music: music instruction to engage third-grade students in learning basic fraction concepts (2012, methodology): “Semiotic theoretical perspectives have received much attention in recent years and have been applied widely in various mathematics instructional settings (Presmeg, 2006).”