A Semiotic Perspective of Mathematical Activity: The Case of Number

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Semiosis as a multimodal process (2006, background): “the distinction made by Goldin-Meadow between matching and mismatching considers gesture and speech produced at the same moment and conveying equal or different information. Another example of synchronic analysis can be made in mathematics when considering the production of drawings (or formulas) an”
Why is the learning of elementary arithmetic concepts difficult? Semiotic tools for understanding the nature of mathematical objects (2011, background): “The notion of configuration, conceived in this way is in accordance with the semiotic system described by Ernest (2006).”
The education of mathematically gifted students: Some complexities and questions (2011, background): “About 10 publications in these journals directly address mathematical creativity: Presmeg (2003) and Ernest (2006) analyze and emphasize the importance of creativity in the development of mathematical meaning, and Lithner (2008) suggests a framework for analysis of mathematical activity and…”