Abstract
There is developing interest in semiotics as a theoretical perspective in mathematics education. This paper examines semiotics from both a theoretical and practical perspective in order to begin discussion as to how and why semiotics may be a useful perspective for mathematics educators to adopt, or at least consider. A connection is drawn between the work of Vygotsky and Peirce and theoretical development provides the possibility of a consistent philosophical position that transcends Cartesian dualism and offers a new way of seeing. Then semiotics is examined practically from the point of view of a qualitative methodology. Finally suggestions are made about the role of theory in mathematics education and the possible role of semiotics as one of those theories.
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