Thesis-2004-DeOliveiraGomes.pdf (7.33 MB)
Download fileClass/room/mathematics: a praxiology of early education
thesis
posted on 2018-09-19, 08:39 authored by Geraldo A. de Oliveira GomesThis 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.]
Funding
Brazil, CAPES.
History
School
- Social Sciences
Department
- Communication, Media, Social and Policy Studies
Publisher
© Geraldo GomesPublisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2004Notes
A Doctoral Thesis. Submitted in partial fulfilment of the requirements for the award of Doctor of Philosophy at Loughborough University.Language
- en