Children’s Development Within Social Context: Metatheory and Theory – Google Books

EA Forman

Children’s Development Within Social Context: Metatheory and Theory

via Children's Development Within Social Context: Metatheory and Theory – Google Books.


Semiotics – Wikipedia, the free encyclopedia

Semiotics, also called semiotic studies and including (in the Saussurean tradition) semiology, is the study of signs and sign processes (semiosis), indication, designation, likeness, analogy, metaphor, symbolism, signification, and communication. Semiotics is closely related to the field of linguistics, which, for its part, studies the structure and meaning of language more specifically. However, as different from linguistics, semiotics studies also non-linguistic sign systems. Semiotics is often divided into three branches:

Semantics: Relation between signs and the things to which they refer; their denotata, or meaning

Syntactics: Relations among signs in formal structures

Pragmatics: Relation between signs and the effects they have on the people who use them

via Semiotics – Wikipedia, the free encyclopedia.

EBSCOhost: Result List: math AND phenomenology

Preservice mathematics teachers’ concept images of polynomials. Full Text Available By: Dede, Yüksel; Soybaş, Danyal. Quality & Quantity. Feb2011, Vol. 45 Issue 2, p391-402. 12p. 1 Chart. DOI: 10.1007/s11135-009-9303-2.The purpose of this study is to determine the experience of mathematics preservice teachers’ concept images of polynomials and how these concept images are related to the formal definition of the…Subjects: MATHEMATICS teachers; POLYNOMIALS; MATHEMATICS — Study & teaching; QUESTIONNAIRES; INVERSE functions; PHENOMENOLOGY; EDUCATORS

via EBSCOhost: Result List: math AND phenomenology.

Incarnation: Radicalizing Embodiment of Mathematics

There is something unsatisfying and lacking, however, in the concept of the body, which undermines the very effort to ground (mathematical) knowledge differently than in the private cogitations of the isolated mind. The purpose of this paper is to argue for a more radical approach to the conceptualization of mathematical knowledge that is grounded in dialectical materialist psychology (as developed by Lev Vygotsky), materialist phenomenology (as developed by Maine de Biran and Michel Henry),

mathematics phenomenological – Google Scholar

He presents a way of understanding knowing and learning in mathematics that differs from other current approaches, using case studies to demonstrate contradictions and incongruences of other theories–Immanuel Kant, Jean Piaget, and more recent forms of (radical, social) constructivism, embodiment theories, and enactivism–and to show how material phenomenology fused with phenomenological sociology provides answers to the problems that these other paradigms do not answer.