目次

Chapter 1. Introduction. The editors Section 1: Sociocultural perspectives on semiosis Introduction to Section 1: Luis Radford Chapter 2. Luis Radford: Semiosis and subjectification: The classroom constitution of mathematical objects. Chapter 3. Wolff-Michael Roth: Birth of signs: A (Spinozist-Marxian) materialist approach. Chapter 4. Ulises Salinas-Hernandez and Isaias Miranda: Relating computational Cartesian graphs to a real motion: An analysis of high school students?f activity. Chapter 5. Anna Shvarts: Joint attention in resolving the ambiguity of different presentations: A dual eye-tracking study of the teaching-learning process. Chapter 6. Debbie Stott: Attention catching: Connecting the space of joint action and togethering. Section 2: Language and text orientations Introduction to Section 2: Gert Kadunz Chapter 7. Gert Kadunz: A matter of translation. Chapter 8. Candia Morgan: Using social semiotics to explore institutional assumptions about mathematics students and teachers. Chapter 9. Michael Otte: Semiotics, epistemology, and mathematics. Chapter 10. Uta Priss: A semiotic-conceptual analysis of conceptual development in learning mathematics. Section 3: Peircean semiotics, including semiotic chaining and representations Introduction to Section 3: Norma Presmeg Chapter 11. Adalira Saenz-Ludlow: Iconicity and diagrammatic reasoning in meaning-making. Chapter 12. Jesus Victoria Flores Salazar: Semiotic representations: A study of dynamic figural register. Chapter 13. Barbara Kinach: Progressive visualization tasks and semiotic chaining for mathematics teacher preparation: Towards a conceptual framework. Chapter 14. Corin Mathews, Hamsa Venkat, and Mike Askew: Primary teachers?f semiotics praxis: Windows into the handling of division tasks. Section 4: Semiotic resources including gesturing and tools Introduction to Section 4: Michael Roth Chapter 15. Yasmine Abtahi: Gradual change of perception: Signs, tools, and meaning-making of fractions. Chapter 16. Christina Krause and Alexander Salle: On the role of gestures for the descriptive analysis of ?eGrundvorstellungen?f: A case of linear functions. Chapter 17. Petra Menz and Nathalie Sinclair: Diagramming and gesturing during mathematizing: Kinesthetic and haptic interactions support mathematical ideation. Chapter 18. Osama Swidan and Naomi Prusak: Objectifying the inclusion relationship of quadrilaterals in a synchronic-interactive and collaborative computer supported environment. Chapter 19. Discussion and conclusions. The editors.