Mathematics without formulas?

Willi Dörfler

Abstract


Beyond the trivial observation that signs of many kinds play a central role in all mathematical activities I will give a more far reaching motivation and justification for the relevance of semiotic theories within mathematics education. This has to do with a widespread tendency – at least in my view – in school mathematics to marginalize mathematical operations and calculations be they arithmetical, algebraic or geometric. I will first describe the main features of that tendency and then try to point out arguments against it deriving from semiotic positions proposed by Peirce and Wittgenstein. This will also show the relevance of theories and theoretical positions for the practice of mathematical education which without such sound foundations is in danger to go astray and to follow ideological fashions.


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Copyright (c) 2018 Willi Dörfler

Creative-Commons-Lizenz
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung - Weitergabe unter gleichen Bedingungen 4.0 International.

ISSN: 0722-7817 (Print), 2512-9155 (Online)

Copyright © 2017 Gesellschaft für Didaktik der Mathematik