## Activity and Sign: Grounding Mathematics EducationMichael H.G. Hoffmann, Johannes Lenhard, Falk Seeger The advancement of a scientific discipline depends not only on the "big heroes" of a discipline, but also on a community’s ability to reflect on what has been done in the past and what should be done in the future. This volume combines perspectives on both. It celebrates the merits of Michael Otte as one of the most important founding fathers of mathematics education by bringing together all the new and fascinating perspectives created through his career as a bridge builder in the field of interdisciplinary research and cooperation. The perspectives elaborated here are for the greatest part motivated by the impressing variety of Otte’s thoughts; however, the idea is not to look back, but to find out where the research agenda might lead us in the future. This volume provides new sources of knowledge based on Michael Otte’s fundamental insight that understanding the problems of mathematics education – how to teach, how to learn, how to communicate, how to do, and how to represent mathematics – depends on means, mainly philosophical and semiotic, that have to be created first of all, and to be reflected from the perspectives of a multitude of diverse disciplines. |

### What people are saying - Write a review

### Contents

9 | |

PAUL ERNEST Agency and Creativity in the Semiotics of Learning Mathematics | 23 |

SUSANNA MARIETTI The Semiotic Approach to Mathematical Evidence | 35 |

MICHAEL HOFFMAN N Signs as Means for Discoveries Peirce and His Concepts | 45 |

WILLIB ALD DORFLER Diagrammatic Thinking Affordances and Constraints | 57 |

FALK SEEGER Notes on a Semiotically Inspired Theory of Teaching and Learning | 67 |

MARIA G BARTOLINI BUSSI MARIA ALESSANDRA MARIOTTI AND FRANCA | 77 |

HEINZ STEINBRING Do Mathematical Symbols Serve to Describe or Construct | 91 |

THOMAS MIES The Cognitive Unconscious Recalling the History of the Concept | 203 |

HANS NIELS JAHNKEI Hilbert Weyl and the Philosophy of Mathematics | 215 |

THOMAS MORMANN Mathematical Metaphors in Natorps NeoKantian | 229 |

KARLNORBERT IHMIG Newtons Program of Mathematizing Nature | 241 |

MIRCEA RADU Did Hermann and Robert Graﬁmann Contribute to | 263 |

The Notion of Multiplication | 275 |

CIRCE MARY SILVA DA SILVA DYNNIKOV Some German Contributions | 287 |

On the Inventiveness | 299 |

NORMA PRESMEGI Metaphor and Metonymy in Processes of Semiosis in Mathematics | 105 |

ANNA SIERPINSKA On Practical and Theoretical Thinking and Other False | 117 |

LUIS RADFORD The Semiotics of the Schema Kant Piaget and the Calculator | 137 |

KENNETH RUTHVEN Towards a Normal Science of Mathematics Education? | 153 |

GUY BROUSSEAU The Study of the Didactical Conditions of School Learning | 159 |

Variations on | 169 |

FICHTNER Reﬂective learning Problems and Questions Concerning | 179 |

A Plea for | 191 |

### Other editions - View all

Activity and Sign: Grounding Mathematics Education Michael H.G. Hoffmann,Johannes Lenhard,Falk Seeger No preview available - 2010 |