[Maths-Education] Luis Radford in Manchester- Seminar on Tuesday 20th May, 4:30pm, School of Education

[Teng Pek Eng]

Dear sir

I would not be able to attend but I am keen to have a soft copy of his
paper.

Could you kindly sent me Luis's paper.

Thank you


sincerely

Teng



                                                                           
             "Birgit Pepin"                                                
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                                       [Maths-Education] Luis Radford in   
             04/23/2008 01:20          Manchester- Seminar on Tuesday 20th 
             AM                        May, 4:30pm, School of Education    
                                                                           
                                                                           
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Generator Microsoft Word 11 (filtered medium) Dear colleague,

We cordially invite you to a seminar presentation by Luis Radford from the
Université Laurentienne, Canada.
Please see the abstract below.

Date: Tuesday 20th May
Time: 4.30 pm
Venue: University of Manchester, School of Education, Room B4.3
Tea and coffee will be available from 4pm onwards.

We look forward to seeing you there.
(Please rsvp to Birgit- birgit.pepin at manchester.ac.uk- so that we get an
idea of numbers, and we will send you Luis'  paper.)

Best wishes,
Maths Education Research Group
University of Manchester




On Some Students'  Struggles with Expressing Relative Motions through
Graphs:
A Semiotic Analysis

Luis Radford
Université Laurentienne, Canada

A graph is a complex mathematical sign. It serves to depict, in specific
ways, certain states of affairs. But because graphs are not copies of the
phenomena that they depict or represent, making and interpreting
mathematical graphs is not a trivial endeavour. A Cartesian graph rests on
a sophisticated syntax and a complex manner of conveying meanings. In this
presentation, I deal with students'  understanding of Cartesian graphs in
the context of a problem of relative motion. The investigation is carried
out in the course of a process that I term objectification, i.e., a social
process related to the manner in which students become progressively
conversant, through personal deeds and interpretations, with the cultural
logic of mathematical entities. I provide a multi-semiotic analysis of the
work done by one group of Grade 10 students and their teacher, and track
the evolution of meanings through an intense activity mediated by multiple
voices, gestures and mathematical signs.



Birgit Pepin, PhD PGCE MSC
School of Education
University of Manchester
Manchester M13 9PL
UK

tel. +44 (0)161- 275 7128
fax +44 (0) 161- 275 3484
E-mail: birgit.pepin at manchester.ac.uk
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