Beschreibung
Problem-solving in mathematics is seen by many students as a struggle. Since the capacity to count and understand basic arithmetical concepts (adding, taking away, etc.) is innate and emerges effortlessly in childhood, why does this negative perception and fear of problem-solving exist? This book counteracts this perception by providing a semiotic analysis of problem-solving and, from this analysis, constructing a pedagogical framework for teaching problem-solving that is consistent with the psychology of how humans learn to use signs and symbols. It is based on an experimental math course designed to impart fluency in problem-solving through semiotic training. The positive results of that course inspired the writing of this book.
Autorenportrait
The Author: Marcel Danesi received his Ph.D. in Romance linguistics at the University of Toronto, where he is Professor of Anthropology and Director of the Program in Semiotics and Communication Theory. He has written extensively on semiotic and mathematical topics. Danesi is currently Editor-in-Chief of the leading journal in the field, Semiotica. He was elected Fellow of the Royal Canadian Society in 1999.
