128851

References

Luis Radford

with Presmeg, N. , Roth, W. , Kadunz, G. (2018). Discussion and conclusions. In N. Presmeg, L. Radford, W. Roth, & G. Kadunz (Eds.). Signs of signification (pp. 353-372). Dordrecht: Springer.

with Presmeg, N. , Roth, W. , Kadunz, G. (2018). Introduction. In N. Presmeg, L. Radford, W. Roth, & G. Kadunz (Eds.). Signs of signification (pp. 1-15). Dordrecht: Springer.

(2018). A plea for a critical transformative philosophy of mathematics education. In P. Ernest (Ed.). The philosophy of mathematics education today (pp. 1-10). Dordrecht: Springer.

(2018). Semiosis and subjectification: the classroom constitution of mathematical subjects. In N. Presmeg, L. Radford, W. Roth, & G. Kadunz (Eds.). Signs of signification (pp. 21-35). Dordrecht: Springer.

with Presmeg, N. , Roth, W. , Kadunz, G. (eds) (2018). Signs of signification: semiotics in mathematics education research. Dordrecht: Springer.

(2005). The semiotics of the schema. In M. H. G. . Hoffmann, J. Lenhard, & F. Seeger (Eds.). Activity and sign (pp. 137-152). Dordrecht: Springer.