| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics
|
Duval, Raymond
|
|
2006
|
61 |
1-2 |
p. 103-131
|
article
|
| 2 |
A Semiotic Perspective of Mathematical Activity: The Case of Number
|
Ernest, Paul
|
|
2006
|
61 |
1-2 |
p. 67-101
|
article
|
| 3 |
Classroom Interpreting Games with an Illustration
|
Sáenz-Ludlow, Adalira
|
|
2006
|
61 |
1-2 |
p. 183-218
|
article
|
| 4 |
Guest Editorial Semiotic Perspectives on Learning Mathematics and Communicating Mathematically
|
SÁEnz–Ludlow, Adalira
|
|
2005
|
61 |
1-2 |
p. 1-10
|
article
|
| 5 |
Mathematical Epistemology from a Peircean Semiotic Point of View
|
Otte, Michael
|
|
2006
|
61 |
1-2 |
p. 11-38
|
article
|
| 6 |
Mathematics and Mathematics Education as Triadic Communication? a Semiotic Framework Exemplified
|
Ongstad, Sigmund
|
|
2006
|
61 |
1-2 |
p. 247-277
|
article
|
| 7 |
Semiotics and the “Connections” Standard: Significance of Semiotics for Teachers of Mathematics
|
Presmeg, Norma
|
|
2006
|
61 |
1-2 |
p. 163-182
|
article
|
| 8 |
The Anthropology of Meaning
|
Radford, Luis
|
|
2006
|
61 |
1-2 |
p. 39-65
|
article
|
| 9 |
What does Social Semiotics have to Offer Mathematics Education Research?
|
Morgan, Candia
|
|
2006
|
61 |
1-2 |
p. 219-245
|
article
|
| 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
|
article
|
| 11 |
What Makes a Sign a Mathematical Sign? – An Epistemological Perspective on Mathematical Interaction
|
Steinbring, Heinz
|
|
2006
|
61 |
1-2 |
p. 133-162
|
article
|
Journal description