Skip to main content
SpringerLink
Log in

Signifying and meaning-making in mathematical thinking, teaching, and learning

  • Published:
Educational Studies in Mathematics Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Brier, S. (2008). Cybersemiotics. Toronto, ON, Canada: Toronto University Press.

    Google Scholar 

  • Damasio, A. (1999). The feeling of what happens. San Diego, CA: Harcourt.

    Google Scholar 

  • Damasio, A. (2005). Descarte’s error. Emotion, reason, and the human brain. New York: Penguin Books.

    Google Scholar 

  • Foucault, M. (1969). L’archéologie du savoir [Archeology of knowledge]. Paris, France: Éditions Gallimard.

    Google Scholar 

  • Ilyenkov, E. (1977).The concept of the ideal. In R. Daglish (Tr.), Philosophy in the USSR: Problems of dialectical materialism (pp. 71–99). Moscow, Russia: Progress.

  • Leont’ev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Leontyev [or Leont’ev], A. N. (2009). Activity and consciousness. Pacifica, CA: MIA. Retrieved August 29, 2009, from http://www.marxists.org/archive/leontev/works/activity-consciousness.pdf.

  • Lévi-Strauss, C. (1958). Anthropologiestructurale [Structural anthropology]. Paris, France: Plon.

    Google Scholar 

  • Lévi-Strauss, C. (1962). La penséesauvage [The savage mind]. Paris, France: Plon.

    Google Scholar 

  • Malinowski, B. (1923). The problem of meaning in primitive languages, supplement 1. In C. K. Ogden & I. A. Richards (Eds.), The meaning of meaning (pp. 296–336). New York: Harcourt, Brace, & Co.

    Google Scholar 

  • Marková, I. (2003). Dialogicality and social representations. Cambridge, MA: Cambridge University Press.

    Google Scholar 

  • Merleau-Ponty, M. (1945). Phénomenologie de la perception [Phenomenology of perception]. Paris, France: Gallimard.

    Google Scholar 

  • Miguel, A., Vilela, D., & Lanner de Moura, R. (2010). Desconstruindo a matemática escolar sob umaperspectivapós-metafísica de educação [Deconstructing school mathematics from a post-metaphysical perspective on education]. Zetetiké, 18, 129–205.

    Google Scholar 

  • Peirce, C. S. (1931–1958). Collected papers (Vol. I–VIII). Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Piaget, J. (1970). Genetic epistemology. New York: Norton.

    Google Scholar 

  • Piaget, J. (1971). Structuralism. New York: Harper & Row.

    Google Scholar 

  • Radford, L. (2006). Semiótica y educaciónmatemática [Semiotics and mathematics education]. Revista Latinoamericana de Investigación en MatemáticaEducativa, Special Issue: Semiótica, cultura y pensamientomatemático [Semiotics, culture, and mathematical thinking], 7–21.

  • Radford, L. (2009). Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings. Educational Studies in Mathematics, 70(2), 111–126.

    Article  Google Scholar 

  • Radford, L. (2011). La evolución de paradigmas y perspectivas en la investigación. El caso de la didáctica de lasmatemáticas [The evolution of paradigms and perspectives in research. The case of mathematics education]. In J. Vallès, D. Álvarez, & R. Rickenmann (Eds.), L’ctivitat docent intervenció, innovació, investigació [Teacher’s activity: Intervention, innovation, research]. Girona, Spain: Documenta Universitaria.

    Google Scholar 

  • Radford, L., Schubring, G., & Seeger, F. (2008). Semiotics in mathematics education: Epistemology, history, classroom, and culture. Rotterdam, The Netherlands: Sense.

    Google Scholar 

  • Saussure, F. (1916). Cours de linguistiquegénérale [Lectures on general linguistics]. Paris, France: Payot.

    Google Scholar 

  • Sheets-Johnstone, M. (2009). The corporeal turn. Exeter, UK: Imprint-academic.com.

    Google Scholar 

  • Stawarska, B. (2009). Between you and I. Dialogical phenomenology. Athens, OH: Ohio University Press.

    Google Scholar 

  • Vološinov, V. N. (1973). Marxism and the philosophy of language. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT.

    Book  Google Scholar 

  • Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber & A. S. Carton (Eds.), Collected works (Vol. 1). New York: Plenum.

    Google Scholar 

  • Wittgenstein, L. (1953). Philosophical investigations. Oxford, UK: Blackwell.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Universite Laurentienne, Sudbury, ON, Canada

    Luis Radford

  2. Institut für Didaktik der Mathematik, Fakultät für Mathematik, Universität Bielefeld, Postfach 100 131, 33501, Bielefeld, Germany

    Gert Schubring & Falk Seeger

  3. Instituto de Matemática, Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brazil

    Gert Schubring

Authors
  1. Luis Radford
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Gert Schubring
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Falk Seeger
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Luis Radford.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Radford, L., Schubring, G. & Seeger, F. Signifying and meaning-making in mathematical thinking, teaching, and learning. Educ Stud Math 77, 149–156 (2011). https://doi.org/10.1007/s10649-011-9322-5

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10649-011-9322-5

Keywords

Search

Navigation