Guest Editorial Semiotic Perspectives on Learning Mathematics and Communicating Mathematically Adalira SÁEnz–LudlowNorma Presmeg OriginalPaper 04 January 2006 Pages: 1 - 10
Mathematical Epistemology from a Peircean Semiotic Point of View Michael Otte OriginalPaper 15 February 2006 Pages: 11 - 38
A Semiotic Perspective of Mathematical Activity: The Case of Number Paul Ernest OriginalPaper 15 February 2006 Pages: 67 - 101
A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics Raymond Duval OriginalPaper 28 February 2006 Pages: 103 - 131
What Makes a Sign a Mathematical Sign? – An Epistemological Perspective on Mathematical Interaction Heinz Steinbring OriginalPaper 28 February 2006 Pages: 133 - 162
Semiotics and the “Connections” Standard: Significance of Semiotics for Teachers of Mathematics Norma Presmeg OriginalPaper 15 February 2006 Pages: 163 - 182
Classroom Interpreting Games with an Illustration Adalira Sáenz-Ludlow OriginalPaper 28 February 2006 Pages: 183 - 218
What does Social Semiotics have to Offer Mathematics Education Research? Candia Morgan OriginalPaper 28 February 2006 Pages: 219 - 245
Mathematics and Mathematics Education as Triadic Communication? a Semiotic Framework Exemplified Sigmund Ongstad OriginalPaper 15 February 2006 Pages: 247 - 277
What Is a “Semiotic Perspective”, and What Could It Be? Some Comments on the Contributions to This Special Issue Michael H. G. Hoffmann OriginalPaper 15 February 2006 Pages: 279 - 291