Semiotic Approaches in Mathematics Education

Abstract In this research, we analyze BOLEMA related to semiotics in the scope of researches in Mathematics Education. The question that guides our research is: What do the papers published in BOLEMA reveal about the semiotic approaches in Mathematics Education researches? So, our article brings to light the perspectives and issues that have been the focus of research about semiotics in Mathematics Education. We have identified three approaches in the research: the theory proposed by Charles S.Peirce; the theoretical constructs of Raymond Duval; and the ontosemiotic approach, whose mentor is Juan D. Godino. Our article presents elements that are considered relevant in each of these approaches, as well as the semiotic approaches of the 23 analyzed papers. Then, we present a summary that reveals the perspectives, issues, and understandings about semiotcs identified in the papers we analyzed and aim to establish some articulations between them. The article concludes with considerations about the contributions of semiotics in Mathematics Education.摘要 本研究聚焦数学教育研究范畴内与符号学（semiotics）相关的BOLEMA议题展开分析。本研究的核心指引问题为：发表于BOLEMA的相关论文，揭示了数学教育研究中哪些符号学研究路径？据此，本文旨在阐明数学教育符号学研究领域的核心研究视角与议题。 本研究识别出三类符号学研究路径：一是查尔斯·S·皮尔斯（Charles S.Peirce）提出的符号学理论；二是雷蒙·迪瓦尔（Raymond Duval）的理论建构体系；三是以胡安·D·戈迪诺（Juan D. Godino）为学术奠基者的本体符号学路径（ontosemiotic approach）。 本文阐述了上述三类路径中被视为核心的相关要素，并分析了纳入本研究分析的23篇论文所采用的符号学路径。随后，本文通过总结归纳，揭示了所分析论文中关于符号学的研究视角、核心议题与研究认知，并尝试建立各研究路径间的内在关联。 本文结尾部分就符号学在数学教育领域的研究价值与贡献展开了系统性思考与探讨。