Authors
Michael H. G. Hoffmann
Georgia Institute of Technology
Abstract
In recent years, semiotics has become an innovative theoretical framework in mathematics education. The purpose of this article is to show that semiotics can be used to explain learning as a process of experimenting with and communicating about one's own representations of mathematical problems. As a paradigmatic example, we apply a Peircean semiotic framework to answer the question of how students learned the concept of "distribution" in a statistics course by "diagrammatic reasoning" and by developing "hypostatic abstractions," that is by forming new mathematical objects which can be used as means for communication and further reasoning. Peirce's semiotic terminology is used as an alternative for notions such as modeling, symbolizing, and reification. We will show that it is a precise instrument of analysis with regard to the complexity of learning and of communication in mathematics classroom
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References found in this work BETA

Diagrams as Centerpiece of a Peircean Epistemology.Frederik Stjernfelt - 2000 - Transactions of the Charles S. Peirce Society 36 (3):357 - 384.

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Citations of this work BETA

The Semiosic Evolution of Education.Alin Olteanu - 2014 - Journal of Philosophy of Education 48 (3):457-473.

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