2013
DOI: 10.1017/s0269888913000222
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Towards a diagrammatic classification

Abstract: In this article I present and discuss some criteria to provide a diagrammatic classification. Such a classification is of use for exploring in detail the domain of diagrammatic reasoning. Diagrams can be classified in terms of the use we make of them-static or dynamic-and of the correspondence between their space and the space of the data they are intended to represent. The investigation is not guided by the opposition visual vs. non-visual, but by the idea that there is a continuous interaction between diagra… Show more

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Cited by 7 publications
(7 citation statements)
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“…Its importance may be recognized if it is related to the debate of the last decades on the graphic or diagrammatic character of mathematical proofs (see e.g. Brown 2011;Panza 2012;Giardino 2013;Meynell 2018). But also many of Goblot's contemporaries recognized the originality and importance of this thesis.…”
Section: Therefore Clarifying the Relationship Between Formal-mathema...mentioning
confidence: 99%
“…Its importance may be recognized if it is related to the debate of the last decades on the graphic or diagrammatic character of mathematical proofs (see e.g. Brown 2011;Panza 2012;Giardino 2013;Meynell 2018). But also many of Goblot's contemporaries recognized the originality and importance of this thesis.…”
Section: Therefore Clarifying the Relationship Between Formal-mathema...mentioning
confidence: 99%
“…Hessler and Mersch (eds.) 2009, Pombo and Gerner (eds) 2010, Panza 2012, Giardino 2013, Meynell 2018, Chapman et al (eds) 2018. In our terminology, the process of "skeletonization" or "diagrammatization" is a process of idealization subordinated to the main purpose of drawing valid consequences within an inferential symbolic space shielded from the real causal interactions present in the natural world.…”
Section: In What Sense and Under What Conditions May We Speak Of Te I...mentioning
confidence: 99%
“…Diagrams are considered essential by many researchers and teachers, as these are fundamental for mathematical reasoning (Kadunz, 2016;Novick, 2004;Pantziara, Gagatsis, & Elia, 2009), and for communication and problem solving in science (Hill, Sharma, O'Byrne, & Airey, 2014;Roberts, Sharma, Sefton, & Khachan, 2008). The literature suggests that involving students in the construction, experimentation, and manipulation of diagrammatic representations (Giardino, 2013), as well as in the reflection on their own productions (Bakker & Hoffmann, 2005), allows generating opportunities for learning and strengthening connections between the different meanings of the mathematical concept represented. Nevertheless, the analysis of mathematical tasks and the different ways of approaching them is necessary to understand the potential difficulties and learning obstacles.…”
Section: Introductionmentioning
confidence: 99%