Commentary: Semiotic Game, Semiotic Resources, Liminal Space—A Revolutionary Moment in Mathematics Education!

Appelbaum, Peter

doi:10.1007/978-3-319-15410-7_15

Peter Appelbaum⁷

Part of the book series: Advances in Mathematics Education ((AME))

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Abstract

The commentary on the chapters of Gerofsky, of Bazzini and Sabena and of Gana and Stathopoulou emphasises the importance of transforming the relationship between people and mathematics education. It synthesises the three chapters by pointing to semiotic perspectives as crucial to our understanding of mathematics education practices and research.

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Authors and Affiliations

Department of Curriculum, Cultures and Child/Youth Studies, School of Education, Arcadia University, Philadelphia, PA, USA
Peter Appelbaum

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Peter Appelbaum
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Correspondence to Peter Appelbaum .

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Editors and Affiliations

Fachbereich Erziehungswissenschaft und Psychologie, Freie Universität Berlin, Berlin, Germany
Uwe Gellert
Facultat de Formació del Professorat Departament de Didàctica de les Ciències Experimentals i la Matemàtica, Universitat de Barcelona, Barcelona, Spain
Joaquim Giménez Rodríguez
Management de l’Information et des Opérations, ESCP Europe, Paris, France
Corinne Hahn
Department of Sciences of Pre-School Education and of Educational Design, University of the Aegean, Rhodes, Greece
Sonia Kafoussi

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Appelbaum, P. (2015). Commentary: Semiotic Game, Semiotic Resources, Liminal Space—A Revolutionary Moment in Mathematics Education!. In: Gellert, U., Giménez Rodríguez, J., Hahn, C., Kafoussi, S. (eds) Educational Paths to Mathematics. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-15410-7_15

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DOI: https://doi.org/10.1007/978-3-319-15410-7_15
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-15409-1
Online ISBN: 978-3-319-15410-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)

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