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(2018) Signs of signification, Dordrecht, Springer.
A semiotic-conceptual analysis of conceptual development in learning mathematics
Uta Priss
pp. 173-188
This chapter investigates examples of mathematical concepts that students find difficult to learn from a semiotic-conceptual perspective. Semiotic and linguistic features that contribute to the perceived difficulty of mathematical language are identified. This chapter suggests that natural language and mathematical language differ with respect to their semiotic-conceptual structure: while natural language is interpreted using associative concepts, the meanings of mathematical concepts are formal and must not be interpreted in an associative manner.
Publication details
DOI: 10.1007/978-3-319-70287-2_10
Full citation:
Priss, U. (2018)., A semiotic-conceptual analysis of conceptual development in learning mathematics, in N. Presmeg, L. Radford, W. Roth & G. Kadunz (eds.), Signs of signification, Dordrecht, Springer, pp. 173-188.
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