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(2018) Signs of signification, Dordrecht, Springer.
Using social semiotics to explore institutional assumptions about mathematics students and teachers
Candia Morgan
pp. 139-154
In this chapter I present some theoretical principles and analytical tools of social semiotics, discussing how they may contribute to mathematics education research. Two examples are offered. The first shows how the way an examination question is written construes the nature of mathematical activity; I consider how this may function for different students. The second example uses thematic analysis to look at a corpus of official documents, asking what activities are made available in these texts for teachers and students.
Publication details
DOI: 10.1007/978-3-319-70287-2_8
Full citation:
Morgan, C. (2018)., Using social semiotics to explore institutional assumptions about mathematics students and teachers, in N. Presmeg, L. Radford, W. Roth & G. Kadunz (eds.), Signs of signification, Dordrecht, Springer, pp. 139-154.
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