Cultural semiotics for mathematical discourses

Abstract: Mathematics is often defined as a “universal” or “conventional” language. Yet, things may be not as simple as that. The theoretical lens of the semiosphere, with the related notions of context and spatial dynamics, within which the concept of cultural conflict is defined, provides a new framework for research in mathematics education to consider the cultural aspects of mathematical discourses. It is under this framework that learning awareness occurs, and teaching challenges are no longer conceived as independent of the content taught (or to be taught). It is not a question of nullifying the cultural conflict, but exploiting the concept of asymmetry to make sense of mathematical discourse. Meeting foreign cultures leads to looking at one’s own practices. An example drawn from Danish numerals, juxtaposed with a mathematical discourse occurring in a sixth-grade classroom in Italy, delves into the practical application of the framework.

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch

References and Relationships

• Bibliographic citation: Cultural semiotics for mathematical discourses ; volume:2024 ; number:259 ; year:2024 ; pages:61-77 ; extent:17 ; Semiotica ; 2024, Heft 259 (2024), 61-77 (gesamt 17)

Contributors, Places and Time

• Creator: Manolino, Carola

Further information

• DOI: 10.1515/sem-2023-0030
• URN: urn:nbn:de:101:1-2408141651206.592233380481
• Rights: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 22.08.2025, 12:04 PM CEST