Zusammenfassung
In trying to make sense of mathematical meaning-making, sections of the mathematics education community have increasingly turned to linguistics as a basis for theorising mathematical discourse. In this paper, we critique the standard interpretation of (Jakobson's) structural linguistic theory which has been used by mathematics educators. From the theoretical perspective we outline, based on the work of Jakobson and Barthes, we re-interpret some examples of mathematical meaning-making. Introduction
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