nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics
|
Duval, Raymond |
|
2006 |
61 |
1-2 |
p. 103-131 |
artikel |
2 |
A Semiotic Perspective of Mathematical Activity: The Case of Number
|
Ernest, Paul |
|
2006 |
61 |
1-2 |
p. 67-101 |
artikel |
3 |
Classroom Interpreting Games with an Illustration
|
Sáenz-Ludlow, Adalira |
|
2006 |
61 |
1-2 |
p. 183-218 |
artikel |
4 |
Guest Editorial Semiotic Perspectives on Learning Mathematics and Communicating Mathematically
|
SÁEnz–Ludlow, Adalira |
|
2005 |
61 |
1-2 |
p. 1-10 |
artikel |
5 |
Mathematical Epistemology from a Peircean Semiotic Point of View
|
Otte, Michael |
|
2006 |
61 |
1-2 |
p. 11-38 |
artikel |
6 |
Mathematics and Mathematics Education as Triadic Communication? a Semiotic Framework Exemplified
|
Ongstad, Sigmund |
|
2006 |
61 |
1-2 |
p. 247-277 |
artikel |
7 |
Semiotics and the “Connections” Standard: Significance of Semiotics for Teachers of Mathematics
|
Presmeg, Norma |
|
2006 |
61 |
1-2 |
p. 163-182 |
artikel |
8 |
The Anthropology of Meaning
|
Radford, Luis |
|
2006 |
61 |
1-2 |
p. 39-65 |
artikel |
9 |
What does Social Semiotics have to Offer Mathematics Education Research?
|
Morgan, Candia |
|
2006 |
61 |
1-2 |
p. 219-245 |
artikel |
10 |
What Is a “Semiotic Perspective”, and What Could It Be? Some Comments on the Contributions to This Special Issue
|
Hoffmann, Michael H. G. |
|
2006 |
61 |
1-2 |
p. 279-291 |
artikel |
11 |
What Makes a Sign a Mathematical Sign? – An Epistemological Perspective on Mathematical Interaction
|
Steinbring, Heinz |
|
2006 |
61 |
1-2 |
p. 133-162 |
artikel |