Metaphor and metonymy in processes of semiosis in mathematics education

Activity and Sign: Grounding Mathematics Education

Volumn , Issue , 2005, Pages 105-115

  Presmeg, Norma ^a  

^a ILLINOIS STATE UNIVERSITY   (United States)

Author keywords

commens; icon; iIndex; metaphor; metonymy; representamen; symbol; universals

Indexed keywords

EID: 76949088916     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/0-387-24270-8_10     Document Type: Chapter

References (10)

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3. Peirce, C. S. (1998). The essential Peirce. Volume 2, edited by the Peirce Edition Project. Bloomington: Indiana University Press.
4. Presmeg, N. C. (1998). Metaphoric and metonymic signification in mathematics. Journal of Mathematical Behavior 17.1, 25-32.
5. Presmeg, N. C. (2002). A triadic nested lens for viewing teachers' representations of semiotic chaining. In F. Hitt (Ed.), Representations and mathematical visualization. Mexico City: Cinvestav University, 263-276.
6. Russell, B. (1959). The problems of philosophy. London: Oxford University Press.
7. Saussure, F. de (1959). Course in general linguistics. New York: McGraw-Hill.
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9. Whitson, J. A. (1994). Elements of a semiotic framework for understanding situated and conceptual learning. In D. Kirshner (Ed.), Proceedings of the 16th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Baton Rouge, Nov. 5-8, 1994, Vol. 1, 35-50.
10. Whitson, J. A. (1997). Cognition as a semiosic process: From situated mediation to critical reflective transcendance. In D. Kirshner & J. A. Whitson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives. Mahwah, New Jersey: Lawrence Erlbaum Associates, 97-149.