caa a22 4500 445882190 CHVBK 20180317145547.0 cr unu---uuuuu 170323e20110701xx s 000 0 eng 10.1007/s10649-010-9279-9 doi (NATIONALLICENCE)springer-10.1007/s10649-010-9279-9 Seeger Falk Kölkebecker Str. 7, 33803, Steinhagen, Germany aut On meaning making in mathematics education: social, emotional, semiotic [Elektronische Daten] [Falk Seeger] This paper is an attempt to add to the foundation of our understanding of meaning making in mathematics education. This attempt seems to be necessary as a growing body of research, primarily in developmental psychology, begins to change our view of early human development. Empathy, reciprocity, and implicit understanding seem to be more suitable concepts to describe human development and learning than the ones previously employed, based, e.g., on aggression as natural instinct or competitiveness as genetically wired basic drive. Springer Science+Business Media B.V., 2010 Attachment nationallicence Consciousness nationallicence Culture nationallicence Deep play nationallicence Emotion nationallicence Empathy nationallicence Implicit learning and understanding nationallicence Meaning-making nationallicence Mind nationallicence Pragmatic maxim nationallicence Pretending nationallicence Reciprocity nationallicence Semiotic nationallicence Shared intentionality nationallicence Educational Studies in Mathematics Springer Netherlands 77/2-3(2011-07-01), 207-226 0013-1954 77:2-3<207 2011 77 10649 https://doi.org/10.1007/s10649-010-9279-9 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10649-010-9279-9 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Seeger Falk Kölkebecker Str. 7, 33803, Steinhagen, Germany aut NATIONALLICENCE 773 0- Educational Studies in Mathematics Springer Netherlands 77/2-3(2011-07-01), 207-226 0013-1954 77:2-3<207 2011 77 10649 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer