Notes on a semiotically inspired theory of teaching and learning

Activity and Sign: Grounding Mathematics Education

Volumn , Issue , 2005, Pages 67-76

  Seeger, Falk ^a  

^a BIELEFELD UNIVERSITY   (Germany)

Author keywords

abduction; acquisition; learning; mediating; participation

Indexed keywords

EID: 33748612292     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/0-387-24270-8_7     Document Type: Chapter

References (24)

1. Barthes, R. (1981). Das Reich der Zeichen. Frankfurt/Main: Suhrkamp.
2. Bateson, G. (1972). Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution, and epistemology. San Francisco: Chandler.
3. Bourdieu, P. (1990). Outline of a theory of practice. Cambridge: Cambridge University Press.
4. Bowlby, J. (1969-1980). Attachment and loss. Vol. 1 Attachment (1969), Vol. 2 Separation (1973), Vol. 3 Loss (1980). London: Hogarth Press.
5. Bretherton, I., & Mulholland, K. A. (1999). Internai working models in attachment relationships: A construct revisited. In J. Cassidy & Ph. R. Shaver (Eds.), Handbook of Attachment: Theory, research, and clinical applications. New York: Guilford Press, 89-111.
6. Deleuze, G., & Guattari, F. (1987). A Thousand Plateaus. Capitalism and Schizophrenia (Brian Massumi, Trans). Minneapolis: University of Minnesota Press.
7. Donald, M. (1991). Origins of the Modern Mind. Three Stages in the Evolution of Culture and Cognition. Cambridge, MA: Harvard University Press.
8. Hoffmann, M. H. G. (1999). Problems with Peirce's concept of abduction. Foundations of Science 4(3), 271-305.
9. Jakobson. R. (1985). A few remarks on Peirce, pathfinder in the science of language. In R. Jakobson, Selected Writings, Vol. VII: Contributions to Comparative Mythology. Studies in Linguistics and Philosophy, 1972-1982. Berlin: Mouton Publishers, 248-253.
10. Keller, R. (1995). Zeichentheorie-Zu einer Theorie semiotischen Wissens. Tübingen: Francke.
11. Nicolis, G., & Prigogine, I. (1977). Self-organization in nonequilibrium systems: From dissipative structures to order through fluctuations. New York: Wiley.
12. Otte, M. (1984). Komplementarität. Dialektik 8, 60-75.
13. Otte, M. (1990). Arithmetics and geometry-Some remarks on the concept of complementarity. Studies in Philosophy and Education 10, 37-62.
14. Otte, M. (1994). Das Formale, das Soziale und das Subjektive-Eine Einführung in die Philosophie und Didaktik der Mathematik. Frankfurt/Main: Suhrkamp.
15. Peirce Edition Project (Ed.) (1998). The Essential Peirce. Volume 2 (1893-1913). Bloomington, IN: Indiana University Press. (EP)
16. Prigogine, I., & Stengers, I. (1981). Dialog mit der Natur: Neue Wege naturwissenschaftlichen Denkens. München: Piper
17. Seeger, F. (2002). Research on discourse in the mathematics classroom: A commentary. Educational Studies in Mathematics 46, 287-297.
18. Seeger, F. (2003). Entwicklung und Vernetzung als Grundbegriffe einer semiotisch inspirierten Theorie des Lernens. In M. H. G. Hoffmann (Ed.), Mathematik verstehen-Semiotische Perspektiven. Hildesheim: Franzbecker, 119-143.
19. Shank, G. (1998). The extraordinary powers of abductive reasoning. Theory and Psychology 8(6), 841-860.
20. Trabant, J. (1996). Elemente der Semiotik. Tübingen: Francke.
21. van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky. Oxford: Blackwell.
22. Veresov, N. (1999). Undiscovered Vygotsky. Etudes on the pre-history of cultural-historical psychology. Frankfurt/Main: Peter Lang.
23. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
24. Vygotsky, L. S. (1987). Thinking and speech (Norris Minick, Trans.). In R. W. Rieber and A. S. Carton (Eds.), The collected works of L. S. Vygotsky: Vol. I. Problems of general psychology. New York: Plenum Press, 39-285. (Original work published 1934)