The Seen, the Spoken, and the Written: A Semiotic Approach to the Problem of Objectification of Mathematical Knowledge.

By Luis Radford. 2002

197 citations recorded by the source corpus.

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Citations in the corpus

The role of gestures in the mathematical practices of those who do not see with their eyes (2011, result): “3 We note the similarity between this description of the practice of abstracting and the process that Radford (2002) terms objectification or the becoming increasingly aware of a cultural object.”
Algebraic thinking from a cultural semiotic perspective (2010, unknown): “, Radford 2000), the students often used particular figures (like Figure 12) as examples to convey a generic idea, or used particular figures in a metaphorical sense to talk about the still unutterable generality (Radford 2002a).”
Approaching functions: Cabri tools as instruments of semiotic mediation (2007, unknown): “In fact, the Trace tool displays the trace of a moving point and objectifies (Radford 2002) the motion of both independent and dependent variable points, enabling the progressive display of two correlated trajectories as they are generated point by point.”
Perceiving the General: The Multisemiotic Dimension of Students' Algebraic Activity (2007, background): “It seems that the formula still contains the remnants of the narrative side of algebra (Radford, 2002a), where signs play the role of narrating a story and where the formula has not yet reached the autonomy of a detached symbolic artifact.”
The Ethics of Being and Knowing: Towards a Cultural Theory of Learning (2008, background): “This creative process of finding or noticing something (a dynamic target) is what I have termed elsewhere a process of objectification (Radford, 2002).”
Semiotics and the “Connections” Standard: Significance of Semiotics for Teachers of Mathematics (2006, background): “This placement is intended to signify that for Peirce, meaning lies in the process of interpreting the relationship between the representamen and the object: meaning would, in fact, be the arrow (Radford, this special issue). Peirce (1998) approached the idea of meaning from the basis of his pragmat”
On the epistemological limits of language: Mathematical knowledge and social practice during the renaissance (2003, background): “Although signs are produced within the limits and possibilities of the “technology of semiotic activity” (Radford, 2002), they convey meanings that are entangled in the symbolic component of the culture and its logic of meaning as it is subsumed in what I call Cultural Semiotic Systems (see Radford,”
Gestures and conceptual integration in mathematical talk (2009, background): “Although it cannot be pursued here, gesture analysis may shed further light on the pervasive metaphor in which numbers, procedures and other mathematical 134 L.D. Edwards “entities” are treated as “objects” by students and mathematicians alike (cf., Radford 2002; Sfard 1991).”
Syntax and Meaning as Sensuous, Visual, Historical forms of Algebraic Thinking (2007, background): “As we shall see in Section 5, to become aware of such a historical intelligence requires that the students engage in an active process of sense-making; more precisely, a process of objectification or of making something apparent (Radford, 2002a).”
Students’ Critical Awareness of Voice and Agency in Mathematics Classroom Discourse (2007, background): “Mathematics educators have considered mathematics learning discourses with an interest in semiotics (e.g., Duval, 1999; Radford, 2002), genre (e.”
Why is the learning of elementary arithmetic concepts difficult? Semiotic tools for understanding the nature of mathematical objects (2011, unknown): “Likewise, our notion of semiotic system is compatible with that described by Radford (2002), and the notions of semiotic set and bundle by Arzarello (2006), as long as we widen our notion of the linguistic constituents of the configurations by incorporating any kind of material medium (artefacts)…”
“No! He starts walking backwards!”: interpreting motion graphs and the question of space, place and distance (2009, background): “(For a detailed discussion of the idea of origo, see Radford 2002).”
Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings (2009, background): “5 To avoid misunderstandings and at the risk of repeating myself, I would like to emphasize that, in talking about objectification, I am not referring to conceptual objects of a transcendental ontological nature, but to human-made cultural objects (Radford 2002, 2004, 2006a, b).”
Early Algebraic Thinking: Epistemological, Semiotic, and Developmental Issues (2012, background): “…2012 The lengthy, creative, and gradual processes through which the students encounter, and become acquainted with historically constituted cultural meanings and forms of (in our case algebraic) reasoning and action is what I have termed, following Hegel, objectification (Radford, 2002; 2008b).”
READING MATHEMATICS REPRESENTATIONS: AN EYE-TRACKING STUDY (2015, methodology): “On the one hand, the natural language plays a prominent role in the signs-making-sense process when dealing with (new) symbolic systems (Radford, 2002).”