Educational perspectives on mathematics as semiosis : from thinking to interpreting to knowing

By M. Anderson. 2003

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Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings (2009, background): “objectification, the analogical dimension of gestures and bodily actions ( Lemke 2003; McNeill 2000) became qualified with cultural synthetic conceptual categories of language (e.g.”
Language Correlates of Disciplinary Literacy (2012, background): “However, like science, mathematics texts are “semiotic hybrids” (Lemke, 1998, 2003); they draw on not only linguistic resources (i.e., natural language) but also symbolic and visual resources in the construction of mathematical meanings (O’Halloran, 2005).”
Diagrammatic Reasoning as the Basis for Developing Concepts: A Semiotic Analysis of Students' Learning about Statistical Distribution (2005, unknown): “Whitson, 1997; Radford, 2000; Hoffmann, 2000; Anderson et al., 2003; and SáenzLudlow, 2003.”
The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review (2007, background): “Lemke (2003) suggests that teachers should translate back and forth between the ordinary and technical language, embed the uses of mathematics in application contexts, and expose students to real out-of-school settings for use of mathematics (see also S aenz-Ludlow & Walgamuth, 2001).”