메뉴 건너뛰기




Volumn 61, Issue 1-2, 2006, Pages 219-245

What does social semiotics have to offer mathematics education research?

Author keywords

Halliday; Language; Linguistics; Methodology; Nature of mathematics; Social semiotics

Indexed keywords


EID: 33645681101     PISSN: 00131954     EISSN: 15730816     Source Type: Journal    
DOI: 10.1007/s10649-006-5477-x     Document Type: Review
Times cited : (115)

References (51)
  • 2
    • 21944439073 scopus 로고    scopus 로고
    • The construction of the social context of mathematics classrooms: A sociolinguistic analysis
    • Atweh, B., Bleicher, R.E. and Cooper, T.J.: 1998, 'The construction of the social context of mathematics classrooms: A sociolinguistic analysis', Journal for Research in Mathematics Education 29(1), 63-82.
    • (1998) Journal for Research in Mathematics Education , vol.29 , Issue.1 , pp. 63-82
    • Atweh, B.1    Bleicher, R.E.2    Cooper, T.J.3
  • 3
    • 4043178326 scopus 로고    scopus 로고
    • Patterns of attention in the interaction of a primary school mathematics student with English as an additional language
    • Barwell, R.: 2003, 'Patterns of attention in the interaction of a primary school mathematics student with English as an additional language', Educational Studies in Mathematics 53(1), 35-59.
    • (2003) Educational Studies in Mathematics , vol.53 , Issue.1 , pp. 35-59
    • Barwell, R.1
  • 7
    • 33645661262 scopus 로고    scopus 로고
    • Mathematical thinking: Studying the notion of 'transfer'
    • A.D. Cockburn and E. Nardi (eds.), School of Education and Professional Development, University of East Anglia, Norwich
    • Carreira, S., Evans, J., Lerman, S. and Morgan, C.: 2002, 'Mathematical thinking: Studying the notion of 'transfer', in A.D. Cockburn and E. Nardi (eds.), Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2), School of Education and Professional Development, University of East Anglia, Norwich, pp. 185-192.
    • (2002) Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education , vol.2 , pp. 185-192
    • Carreira, S.1    Evans, J.2    Lerman, S.3    Morgan, C.4
  • 8
    • 33645682860 scopus 로고
    • Language and learning in school mathematics: A social semiotic perspective
    • Chapman, A.: 1993, 'Language and learning in school mathematics: A social semiotic perspective', Issues in Educational Research 3(1), 35-46.
    • (1993) Issues in Educational Research , vol.3 , Issue.1 , pp. 35-46
    • Chapman, A.1
  • 16
    • 33244464071 scopus 로고    scopus 로고
    • An investigation of communicative competence in an upper-secondary class where using graphics calculators was routine
    • Forster, P.A. and Taylor, P.C.: 2003, 'An investigation of communicative competence in an upper-secondary class where using graphics calculators was routine', Educational Studies in Mathematics 52(1), 57-77.
    • (2003) Educational Studies in Mathematics , vol.52 , Issue.1 , pp. 57-77
    • Forster, P.A.1    Taylor, P.C.2
  • 21
    • 0038681612 scopus 로고
    • The analysis of scientific texts in English and Chinese
    • M.A.K. Halliday and J.R. Martin (eds), Falmer, London
    • Halliday, M.A.K.: 1993, 'The analysis of scientific texts in English and Chinese', in M.A.K. Halliday and J.R. Martin (eds), Writing Science: Literacy and Discursive Power, Falmer, London, pp. 124-132.
    • (1993) Writing Science: Literacy and Discursive Power , pp. 124-132
    • Halliday, M.A.K.1
  • 22
    • 0010188293 scopus 로고
    • Train spotters' paradise
    • Hewitt, D.: 1992, 'Train spotters' paradise', Mathematics Teaching 140, 6-8.
    • (1992) Mathematics Teaching , vol.140 , pp. 6-8
    • Hewitt, D.1
  • 24
    • 33645669678 scopus 로고    scopus 로고
    • Rival classroom discourses and inquiry mathematics: The "whisperers"
    • Houssart, J.: 2001, 'Rival classroom discourses and inquiry mathematics: The "whisperers",' For the Learning of Mathematics 21(3), 2-8.
    • (2001) For the Learning of Mathematics , vol.21 , Issue.3 , pp. 2-8
    • Houssart, J.1
  • 25
    • 0012069324 scopus 로고
    • Illuminations and reflections - Teachers, methodologies and mathematics
    • W. Geeslin and K. Graham (eds.), University of New Hampshire, Durham, NH
    • Hoyles, C.: 1992, 'Illuminations and reflections - teachers, methodologies and mathematics', in W. Geeslin and K. Graham (eds.), Proceedings of the 16th International Conference for the Psychology of Mathematics Education (Vol. 3), University of New Hampshire, Durham, NH, pp. 263-286.
    • (1992) Proceedings of the 16th International Conference for the Psychology of Mathematics Education , vol.3 , pp. 263-286
    • Hoyles, C.1
  • 26
    • 0012089362 scopus 로고    scopus 로고
    • Bridging the individual and the social: Discursive approaches to research in mathematics education: A PME special issue
    • Kieran, C., Forman, E.A. and Sfard, A.: 2001, 'Bridging the individual and the social: Discursive approaches to research in mathematics education: A PME special issue', Educational Studies in Mathematics 46(1-3).
    • (2001) Educational Studies in Mathematics , vol.46 , Issue.1-3
    • Kieran, C.1    Forman, E.A.2    Sfard, A.3
  • 27
    • 0012584908 scopus 로고    scopus 로고
    • The mathematical discourse of 13-year-old partnered problem solving and its relation to the mathematics that emerges
    • Kieran, C.: 2001, 'The mathematical discourse of 13-year-old partnered problem solving and its relation to the mathematics that emerges', Educational Studies in Mathematics 46(1-3), 187-228.
    • (2001) Educational Studies in Mathematics , vol.46 , Issue.1-3 , pp. 187-228
    • Kieran, C.1
  • 31
    • 14644441277 scopus 로고    scopus 로고
    • Emotion in school mathematics practices: A contribution from discursive perspectives
    • P. Valero and O. Skovsmose (eds.), Centre for Research in Learning Mathematics, Copenhagen, Denmark
    • Morgan, C., Evans, J. and Tsatsaroni, A.: 2002a, 'Emotion in school mathematics practices: A contribution from discursive perspectives' in P. Valero and O. Skovsmose (eds.), Proceedings of the Third International Mathematics Education and Society Conference (Vol. 2), Centre for Research in Learning Mathematics, Copenhagen, Denmark, pp. 400-413.
    • (2002) Proceedings of the Third International Mathematics Education and Society Conference , vol.2 , pp. 400-413
    • Morgan, C.1    Evans, J.2    Tsatsaroni, A.3
  • 32
    • 0036749330 scopus 로고    scopus 로고
    • Mathematics teachers' positions and practices in discourses of assessment
    • Morgan, C., Tsatsaroni, A. and Lerman, S.: 2002b, 'Mathematics teachers' positions and practices in discourses of assessment', British Journal of Sociology of Education 23(3), 445-461.
    • (2002) British Journal of Sociology of Education , vol.23 , Issue.3 , pp. 445-461
    • Morgan, C.1    Tsatsaroni, A.2    Lerman, S.3
  • 34
    • 0010866127 scopus 로고    scopus 로고
    • Teacher as examiner: The case of mathematics coursework
    • Morgan, C.: 1996, 'Teacher as examiner: The case of mathematics coursework', Assessment in Education 3(3), 353-375.
    • (1996) Assessment in Education , vol.3 , Issue.3 , pp. 353-375
    • Morgan, C.1
  • 36
    • 85014925451 scopus 로고    scopus 로고
    • Mathematics and human activity: Representation in mathematical writing
    • C. Morgan and K. Jones (eds.), British Society for Research into Learning Mathematics, London
    • Morgan, C.: 2001, 'Mathematics and human activity: Representation in mathematical writing', in C. Morgan and K. Jones (eds.), Research in Mathematics Education Volume 3: Papers of the British Society for Research into Learning Mathematics, British Society for Research into Learning Mathematics, London, pp. 169-182.
    • (2001) Research in Mathematics Education Volume 3: Papers of the British Society for Research into Learning Mathematics , vol.3 , pp. 169-182
    • Morgan, C.1
  • 37
    • 33645675574 scopus 로고    scopus 로고
    • The linguistic construction of social identities in mathematical communities
    • M. Anderson, A. Sáenz-Ludlow, S. Zellweger and V.V. Cifarelli (eds.), Legas, Ottowa
    • Morgan, C.: 2003, 'The linguistic construction of social identities in mathematical communities', in M. Anderson, A. Sáenz-Ludlow, S. Zellweger and V.V. Cifarelli (eds.), Educational Perspectives on Mathematics as Semiosis: From thinking to interpreting to knowing, Legas, Ottowa, pp. 109-128.
    • (2003) Educational Perspectives on Mathematics as Semiosis: From Thinking to Interpreting to Knowing , pp. 109-128
    • Morgan, C.1
  • 38
    • 0042675007 scopus 로고    scopus 로고
    • Educational implications of mathematics as a multisemiotic discourse
    • M. Anderson, A. Sáenz-Ludlow, S. Zellweger and V.V. Cifarelli (eds.), Legas, New York
    • O'Halloran, K.L.: 2003, 'Educational implications of mathematics as a multisemiotic discourse', in M. Anderson, A. Sáenz-Ludlow, S. Zellweger and V.V. Cifarelli (eds.), Educational perspectives on Mathematics as Semiosis: From Thinking to Interpreting to Knowing, Legas, New York, pp. 185-214.
    • (2003) Educational Perspectives on Mathematics as Semiosis: From Thinking to Interpreting to Knowing , pp. 185-214
    • O'Halloran, K.L.1
  • 40
    • 0042173905 scopus 로고    scopus 로고
    • Signs and meanings in students' emergent algebraic thinking: A semiotic analysis
    • Radford, L.: 2000, 'Signs and meanings in students' emergent algebraic thinking: A semiotic analysis', Educational Studies in Mathematics 42(3), 237-268.
    • (2000) Educational Studies in Mathematics , vol.42 , Issue.3 , pp. 237-268
    • Radford, L.1
  • 41
    • 33645673188 scopus 로고    scopus 로고
    • On culture and mind: A post-Vygotskian perspective with an example from Greek mathematical thought
    • M. Anderson, A. Sáenz-Ludlow, S. Zellweger and V.V. Cifarelli (eds), Legas, Ottawa
    • Radford, L.: 2003, 'On culture and mind: A post-Vygotskian perspective with an example from Greek mathematical thought', in M. Anderson, A. Sáenz-Ludlow, S. Zellweger and V.V. Cifarelli (eds), Educational Perspectives on Mathematics as Semiosis: From Thinking to Interpreting to Knowing, Legas, Ottawa.
    • (2003) Educational Perspectives on Mathematics as Semiosis: From Thinking to Interpreting to Knowing
    • Radford, L.1
  • 42
    • 0347569337 scopus 로고    scopus 로고
    • Metaphor and numerical diagrams in the arithmetical activity of a fourth-grade class
    • Sáenz-Ludlow, A.: 2004, 'Metaphor and numerical diagrams in the arithmetical activity of a fourth-grade class', Journal for Research in Mathematics Education 35(1), 34-56.
    • (2004) Journal for Research in Mathematics Education , vol.35 , Issue.1 , pp. 34-56
    • Sáenz-Ludlow, A.1
  • 43
    • 10044251485 scopus 로고    scopus 로고
    • School mathematics learning: Participation through appropriation of mathematical artefacts
    • A. Watson (ed.), University of Oxford Dept. of Educational Studies, Oxford
    • Santos, M. and Matos, J.F.: 1998, 'School mathematics learning: Participation through appropriation of mathematical artefacts' in A. Watson (ed.), Situated Cognition and the Learning of Mathematics, University of Oxford Dept. of Educational Studies, Oxford.
    • (1998) Situated Cognition and the Learning of Mathematics
    • Santos, M.1    Matos, J.F.2
  • 44
    • 0002464572 scopus 로고    scopus 로고
    • Symbolizing mathematical reality into being - Or how mathematical discourse and mathematical objects create each other
    • P. Cobb, E. Yackel and K. McClain (eds.), Lawrence Erlbaum Associates, Mahwah, NJ
    • Sfard, A.: 2000, 'Symbolizing mathematical reality into being - or how mathematical discourse and mathematical objects create each other', in P. Cobb, E. Yackel and K. McClain (eds.), Symbolizing and Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, and Instructional Design, Lawrence Erlbaum Associates, Mahwah, NJ, pp. 37-98.
    • (2000) Symbolizing and Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, and Instructional Design , pp. 37-98
    • Sfard, A.1
  • 45
    • 0010503968 scopus 로고    scopus 로고
    • There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning
    • Sfard, A.: 2001, 'There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning', Educational Studies in Mathematics 46(1-3), 13-57.
    • (2001) Educational Studies in Mathematics , vol.46 , Issue.1-3 , pp. 13-57
    • Sfard, A.1
  • 46
    • 17344362203 scopus 로고    scopus 로고
    • Steinbring, H., Bartolini Bussi, M.G. and Sierpinska, A. (eds), Reston, VA, National Council of Teachers of Mathematics
    • Steinbring, H., Bartolini Bussi, M.G. and Sierpinska, A. (eds): 1998, Language and Communication in the Mathematics Classroom, Reston, VA, National Council of Teachers of Mathematics.
    • (1998) Language and Communication in the Mathematics Classroom
  • 50
    • 0012592075 scopus 로고    scopus 로고
    • Making mathematical meaning through dialogue: 'Once you think of it, the z minus three seems pretty weird
    • Zack, V. and Graves, B.: 2001, 'Making mathematical meaning through dialogue: 'Once you think of it, the z minus three seems pretty weird', Educational Studies in Mathematics 46(1-3), 229-271.
    • (2001) Educational Studies in Mathematics , vol.46 , Issue.1-3 , pp. 229-271
    • Zack, V.1    Graves, B.2
  • 51
    • 33645678842 scopus 로고    scopus 로고
    • Classroom interactions and linguistic capital: A Bourdieuian analysis of the construction of difference in mathematics education
    • P. Gates (ed.), Centre for the Study of Mathematics Education, University of Nottingham, Nottingham
    • Zevenbergen, R.: 1998, 'Classroom interactions and linguistic capital: A Bourdieuiananalysis of the construction of difference in mathematics education', in P. Gates (ed.), Mathematics Education and Society: Proceedings of the First International Mathematics Education and Society Conference, Centre for the Study of Mathematics Education, University of Nottingham, Nottingham, pp. 360-366.
    • (1998) Mathematics Education and Society: Proceedings of the First International Mathematics Education and Society Conference , pp. 360-366
    • Zevenbergen, R.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.