Introduction

Norma Presmeg, Luis Radford, Wolff-Michael Roth, Gert Kadunz

1-15

Semiosis and subjectification

the classroom constitution of mathematical subjects

Luis Radford

21-35

Birth of signs

a (Spinozist-Marxian) materialist approach

Wolff-Michael Roth

37-53

Relating computational cartesian graphs to a real motion

an analysis of high school students' activity

Ulises Salinas-Hernández, Isaias Miranda

55-71

Joint attention in resolving the ambiguity of different presentations

a dual eye-tracking study of the teaching-learning process

Anna Shvarts

73-102

Attention catching

connection the space of joint action and togethering

Debbie Stott

103-122

A matter of translation

Gert Kadunz

127-138

Using social semiotics to explore institutional assumptions about mathematics students and teachers

Candia Morgan

139-154

Semiotics, epistemology, and mathematics

Michael Otte

155-171

A semiotic-conceptual analysis of conceptual development in learning mathematics

Uta Priss

173-188

Iconicity and diagrammatic reasoning in meaning-making

Adalira Sáenz-Ludlow

193-215

Semiotic representations

a study of dynamic figural register

Jesús V. Flores Salazar

217-233

Progressive visualization tasks and semiotic chaining for mathematics teacher preparation

towards a conceptual framework

Barbara M. Kinach

235-255

Primary teachers' semiotic praxis

windows into the handling of division tasks

Corin Mathews, Hamsa Venkat, Mike Askew

257-274

Gradual change of perception

signs, tools, and meaning-making of fractions

Yasmine Abtahi

279-292

On the role of gestures for the descriptive analysis of "Grundvorstellungen"

a case of linear functions

Christina M. Krause, Alexander Salle

293-313

Diagramming and gesturing during mathematizing

kinesthetic and haptic interactions support mathematical ideation

Petra Menz, Nathalie Sinclair

315-334

Objectifying the inclusion relationship of quadrilaterals in a synchronic-interactive and collaborative computer supported environment

Osama Swidan, Naomi Prusak

335-351

Discussion and conclusions

Norma Presmeg, Luis Radford, Wolff-Michael Roth, Gert Kadunz

353-372