Class/room/mathematics: a praxiology of early education

This thesis is a semiotic and praxiological study of classroom mathematics in early education in Brazil. The classes observed range from pre-school literacy to 4th grades, and the mathematical contents include sets and numbers, the decimal system, and, of course, arithmetic. By 'semiotic' and 'praxiological' I mean to indicate descriptions according to which mathematics learning is analysed not as a feature of a learner's individual cognitive processes, but in terms of how signs are put into use in practical circumstances, as teachers and pupils identify, problematise and (dis)agree upon their significance and application. It also argues in favour of the idea that the 'learner', the cognising mind, the foundational subject of psychological and sociological studies is another sign, or an effect, of this semiotic-practical formation. [Continues.]