%0 Journal Article %1 radford2003gsa %A Radford, Luis %D 2003 %I Lawrence Earlbaum %J Mathematical Thinking and Learning %K cerme6 culture generalization gestures learning mathematics mythesis semiotics signs social speech symbols %N 1 %P 37-70 %T Gestures, Speech, and the Sprouting of Signs: A Semiotic-Cultural Approach to Students' Types of Generalization %U http://www.laurentian.ca/NR/rdonlyres/B952E136-CF07-4DC2-938B-96A23F50B3C0/0/gestures.pdf %V 5 %X To improve our understanding of novice students’ production of symbolic algebraic expressions, this article contrasts students’ presymbolic and symbolic procedures in generalizing activities. Although a significant amount of previous research on the learning of algebra has dealt with students’ errors in the mastering of the algebraic syntax, the semiotic cultural theoretical approach presented here focuses on the role that body, discourse, and signs play when students’ refer to mathematical objects. Three types of generalizations are identified: factual, contextual, and symbolic. The results suggest that the passage from presymbolic to symbolic generalizations requires a specific kind of rupture with the ostensive gestures and contextually based key linguistic terms underpinning presymbolic generalizations. This rupture means a disembodiment of the students’ previous spatial temporal embodied mathematical experience.

@article{radford2003gsa, abstract = {To improve our understanding of novice students’ production of symbolic algebraic expressions, this article contrasts students’ presymbolic and symbolic procedures in generalizing activities. Although a significant amount of previous research on the learning of algebra has dealt with students’ errors in the mastering of the algebraic syntax, the semiotic cultural theoretical approach presented here focuses on the role that body, discourse, and signs play when students’ refer to mathematical objects. Three types of generalizations are identified: factual, contextual, and symbolic. The results suggest that the passage from presymbolic to symbolic generalizations requires a specific kind of rupture with the ostensive gestures and contextually based key linguistic terms underpinning presymbolic generalizations. This rupture means a disembodiment of the students’ previous spatial temporal embodied mathematical experience.}, added-at = {2008-05-30T05:45:51.000+0200}, author = {Radford, Luis}, biburl = {https://www.bibsonomy.org/bibtex/26ade6ce5df1ea8377361ed5f65819cb0/yish}, interhash = {1c96ff87bbdfc3a62d2f9f91574e34ca}, intrahash = {6ade6ce5df1ea8377361ed5f65819cb0}, journal = {Mathematical Thinking and Learning}, keywords = {cerme6 culture generalization gestures learning mathematics mythesis semiotics signs social speech symbols}, number = 1, pages = {37-70}, publisher = {Lawrence Earlbaum}, timestamp = {2008-10-04T15:24:09.000+0200}, title = {Gestures, Speech, and the Sprouting of Signs: A Semiotic-Cultural Approach to Students' Types of Generalization}, url = {http://www.laurentian.ca/NR/rdonlyres/B952E136-CF07-4DC2-938B-96A23F50B3C0/0/gestures.pdf}, volume = 5, year = 2003 }