ERIC Number: EJ813936
Record Type: Journal
Publication Date: 2008-Nov
Abstractor: As Provided
Reference Count: 0
On Semiotics and Subjectivity: A Response to Tony Brown's "Signifying 'Students', 'Teachers', and 'Mathematics' -- A Reading of a Special Issue"
Presmeg, Norma; Radford, Luis
Educational Studies in Mathematics, v69 n3 p265-276 Nov 2008
In this response we address some of the significant issues that Tony Brown raised in his analysis and critique of the Special Issue of "Educational Studies in Mathematics" on "Semiotic perspectives in mathematics education" (Saenz-Ludlow & Presmeg, Educational Studies in Mathematics 61(1-2), 2006). Among these issues are conceptualizations of subjectivity and the notion that particular readings of Peircean and Vygotskian semiotics may limit the ways that authors define key actors or elements in mathematics education, namely students, teachers and the nature of mathematics. To deepen the conversation, we comment on Brown's approach and explore the theoretical apparatus of Jacques Lacan that informs Brown's discourse. We show some of the intrinsic limitations of the Lacanian idea of subjectivity that permeates Brown's insightful analysis and conclude with a suggestion about some possible lines of research in mathematics education.
Descriptors: Mathematics Education, Educational Research, Semiotics, Mathematics Teachers, Mathematical Concepts, Educational Philosophy, Students, Learning Theories
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Authoring Institution: N/A