Word problems in mathematics seem to constantly pose learning difficulties for all kinds of students. Recent work in math education (for example, [Lakoff, G. & Nuñez, R. E. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. New York: Basic Books]) suggests that the difficulties stem from an inability on the part of students to decipher the metaphorical properties of the language in which such problems are cast. A 2003 pilot study [Danesi, M. (2003a). Semiotica, 145, (...) 71–83] confirmed this hypothesis in an anecdotal way. This paper reviews the implications of that study and of a follow-up one that is described here as well, in the light of how the metaphorical analysis of word problems allows learners to overcome typical difficulties in word problem-solving by teaching them how to flesh out the underlying concepts and convert them into appropriate representations. (shrink)

This study looks at the relation between mathematical discovery and semiosis, focusing on the famous Fibonacci sequence. The serendipitous discovery of this sequence as the answer to a puzzle designed by Italian mathematician Leonardo Fibonacci to illustrate the efficiency of the decimal number system is one of those episodes in human history which show how serendipity, semiosis, and discovery are intertwined. As such, the sequence has significant implications for the study of creative semiosis, since it suggests that symbols are hardly (...) arbitrary products of human reason, but rather unconscious probes of reality. (shrink)