Thesis-2004-DeOliveiraGomes.pdf (7.33 MB)
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Class/room/mathematics: a praxiology of early education

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thesis
posted on 19.09.2018, 08:39 authored by Geraldo A. de Oliveira Gomes
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.]

Funding

Brazil, CAPES.

History

School

  • Social Sciences

Department

  • Communication, Media, Social and Policy Studies

Publisher

© Geraldo Gomes

Publisher 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

2004

Notes

A Doctoral Thesis. Submitted in partial fulfilment of the requirements for the award of Doctor of Philosophy at Loughborough University.

Language

en