Darmok at Tanagra Cunningham and Kehle at Bloomington Gauss With Chalk

Darmok at Tanagra Cunningham and Kehle at Bloomington Gauss With Chalk in HandThis essay is the first off of three short reflexive papers intended to identify the issues and implications that get out from viewing maths direction through a semiotic lens. By mathematics education I mean to include consideration of mathematics itself-importance as a discipline of on-going human activity, the teaching and learning of mathematics, and whatever research that contributes to our understanding of these preceding enterprises. More specifically my current interests are in disentangling the confusion among the mathematics education community regarding the epistemological arrangeations of mathematics, the subject matter and usefulness of constructivism as a theory of learning, and how these two issues are link up to the learning and teaching of formal mathematical proof. Because I have found interdisciplinary progresses to the study of most anything both more than fruitful and more enj oyable, I will employ such strategies in these papers. As a result, it may not always be clear that mathematics education is my main concern--please rest assured that it is and that if I gain insight of survey in that domain I will do my best to regress to Caesar what is his.When Captain Picard and the Enterprise meet the Tamarians they encounter a communication business that is eventually revealed by Data and Troi to be due to the Tamarians unusual, or as a less diplomatic Federation member powerfulness say impaired, ability to use abstraction. Furthermore, as Raphael Carter points out on his WWW site, Data skates on even thinner ice when he concludes that a Tamarians ego structure doesnt allow for what we think of as self identity. As a result the Tamarians communicate by citing hig... ... between indispensable and objective, and deciding whether the Tamarians language consists of an objectivist model ala Lakoff and Johson (1980).Trying to structure a moorage in price of s uch a consistent set of metaphors is in part like trying to structure that situation in terms of an objectivist model. What is left out are the experiential bases of the metaphors and what the metaphors hide. (p.220)Works CitedKieren, T., Gordon-Calvert, L., Reid, D. & Simmt, E. (1995). An enactivist research approach to mathematical activity Understanding, reasoning, and beliefs. Paper presented at the meeting of the Ame rican Educational search Association, San Francisco.Lakoff, G. and Johnson, M. (1980). Metaphors we live by. Chicago University of Chicago PressVarela, F.J. , Thompson, E., and Rosch, E. (1992). The embodied mind. Cambridge MIT Press.