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Gestures, Speech, and the Sprouting of Signs: A Semiotic-Cultural Approach to Students' Types of Generalization

. Mathematical Thinking and Learning, 5 (1): 37-70 (2003)

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Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings. Educational Studies in Mathematics, (in press)Why do gestures matter? Gestures as semiotic means of Objectification. Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, 1, page 143-145. Melbourne, Australia, University of Melbourne, (2005)Gestures, Speech, and the Sprouting of Signs: A Semiotic-Cultural Approach to Students' Types of Generalization. Mathematical Thinking and Learning, 5 (1): 37-70 (2003)Body, Tool, and Symbol: Semiotic Reflections on Cognition. Proceedings of the 2004 Annual Meeting of the Canadian Mathematics Education Study Group, page 111-117. (2005)The Cultural-Epistemological Conditions of the Emergence of Algebraic Symbolism. Proceedings of the 2004 History and Pedagogy of Mathematics Conference & ESU4, page 509-524. Uppsala, Sweden, (2006)Signs and meanings in students' emergent algebraic thinking: a semiotic analysis. Educational Studies in Mathematics, 42 (3): 237-268 (2000)The seen, the spoken and the written. A semiotic approach to the problem of objectification of mathematical knowledge. For the Learning of Mathematics, 22 (2): 14-23 (2002)On Signs and Representations A Cultural Account. Scientia Paedagogica Experimentalis, 35 (1): 277--302 (1998)The Anthropology of Meaning. Educational Studies in Mathematics, 61 (1): 39-65 (2006)Algebraic thinking from a cultural semiotic perspective. Research in Mathematics Education, 12 (1): 1-19 (2010)