Abstract
After an introductory section that addresses the nature of semiotics, the editors discuss themes that highlight issues that have arisen from and that illustrate what has been accomplished in the varied chapters of this monograph. The final section provides some suggestions, based on these issues, for further research on the various threads that pertain to the potential significance of semiotics in mathematics education. The editors believe that there is room for both theoretical development and further empirical studies designed in resonance with these theories, in order to address the full potential of semiotics in areas of research that have not yet received widespread attention.
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Notes
- 1.
See also Roth (2015) where the continued changes in thinking and writing of mathematical graphs and equations, associated with continued erasure and rewriting, are theorized in the field as the birth of understanding arising from the excess of graphical movements.
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Presmeg, N., Radford, L., Roth, WM., Kadunz, G. (2018). Discussion and Conclusions. In: Presmeg, N., Radford, L., Roth, WM., Kadunz, G. (eds) Signs of Signification. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-70287-2_19
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