Gestures as semiotic resources in the mathematics classroom

Author:

Arzarello Ferdinando,Paola Domingo,Robutti Ornella,Sabena Cristina

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Reference20 articles.

1. Arzarello, F. (2006). Semiosis as a multimodal process, Revista latino americana de investigación en matemática educativa, vol. Especial, pp. 267–299.

2. Arzarello, F., & Edwards, L. (2005). Gesture and the construction of mathematical meaning (research forum 2). In H. L. Chick, & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (vol. 1 (pp. 122–145). Melbourne, Australia: University of Melbourne.

3. Arzarello, F., & Paola, D. (2007). Semiotic games: the role of the teacher. In J. Woo, H. Lew, K. Park, & D. Seo (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education (vol. 2 (pp. 17–24). Seoul, Korea: The Korea Society of Educational Studies in Mathematics.

4. Arzarello, F., & Robutti, O. (2008). Framing the embodied mind approach within a multimodal paradigm. In L. English, M. Bartolini Bussi, G. Jones, R. Lesh, & D. Tirosh (Eds.), Handbook of international research in mathematics education (pp. 720–749, 2nd ed.). Mahwah, NJ: Erlbaum.

5. Bartolini Bussi, M. G., & Mariotti, M. A. (2008). Semiotic mediation in the mathematics classroom: artefacts and signs after a Vygotskian perspective. In L. English, M. Bartolini Bussi, G. Jones, R. Lesh, & D. Tirosh (Eds.), Handbook of international research in mathematics education (pp. 720–749, 2nd ed.). Mahwah, NJ: Erlbaum.

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