Michael Hoffmann

Associate Professor School of Public Policy Phone: 404-385-6083 Email: click to email Web sites: http://www.prism.gatech.edu/~mh327 Dr. phil. habil. (Habilitation), Technische Universität Dresden, Department of Philosophy Field: Philosophy

Research:

Logical Argument Mapping (LAM): A tool for conflict resolution and planning (see http://www.prism.gatech.edu/~mh327/LAM/)

Diagrammatic Reasoning: Its role in learning processes and knowledge development (see http://www.prism.gatech.edu/~mh327/index_files/page0003.htm)

Charles S. Peirce: Semiotics, pragmatism, epistemology, philosophy of mathematics and of science

Publications:

Books

Erkenntnisentwicklung. Ein semiotisch-pragmatischer Ansatz [Knowledge Development. A Semiotic and Pragmatic Approach]. Frankfurt am Main: Klostermann, 2005.

Edited

Activity and Sign - Grounding Mathematics Education. New York: Springer (co-editors: Johannes Lenhard und Falk Seeger), 2005.

Mathematik verstehen - Semiotische Perspektiven [Understanding Mathematics - Semiotic Perspectives]. Hildesheim: Franzbecker, 2003.

Lernen als Zeichenprozess [Learning as Semiosis]. In Zeitschrift für Semiotik 22/1 (2000); special Issue.

Journal Articles and Working Papers

Hoffmann, M. H. G. (2008). Analyzing Framing Processes by Means of Logical Argument Mapping. Intl. Association for Conflict Management, IACM 20TH Annual Conference Paper, Available at SSRN: http://ssrn.com/abstract=1298520.

Hoffmann, M. H. G. (2009). Visualizing Ethical Controversies and Positions by Logical Argument Mapping (LAM) – A Manual. Georgia Tech's School of Public Policy Working Paper Series, 50, online: http://www.spp.gatech.edu/faculty/workingpapers/wp50.pdf.

Logical Argument Mapping: A Cognitive-Change-Based Method for Building Common Ground." In Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL, 41-47. ePrint Archive: http://oro.open.ac.uk/9275, 2007.

Learning from People, Things, and Signs. Studies in Philosophy and Education, 26, 3 (2007): 185-204.

The Complementarity of a Representational and an Epistemological Function of Signs in Scientific Activity. Semiotica, 164, 1/4, 101-21 (co-author: Wolff-Michael Roth), 2007.

Logical Argument Mapping: A Method for Overcoming Cognitive Problems of Conflict Management. International Journal of Conflict Management, 16, 4 (2005): 304-34.

Diagrammatic Reasoning as the Basis for Developing Concepts: A Semiotic Analysis of Students' Learning about Statistical Distribution. Educational Studies in Mathematics, 60: 333–358. (co-author: Arthur Bakker), 2005.

What you should know to survive in knowledge societies. On a semiotic understanding of 'knowledge', Semiotica 157 1/4, 105-142 (co-author: Wolff-Michael Roth), 2005.

Grounding mathematics education. Michael Otte's contribution. In M. H. G. Hoffmann, J. Lenhard & F. Seeger (Eds.), Activity and Sign - Grounding Mathematics Education (pp. 1-7). New York: Springer (co-authors: Johannes Lenhard und Falk Seeger), 2005 .

Learning by Developing Knowledge Networks. A Semiotic Approach within a Dialectical Framework. ZDM. Zentralblatt für Didaktik der Mathematik, 36, 6, 196-205 (co-author: Wolff-Michael Roth), 2004.

Science Education across Europe (SEE!). A Project on Generalisation in Science: Overcoming the Split between the Two Cultures. A proposal for the European Science Education Initiative (FP6-2003-Science and Society-5).Occasional Paper 187, October 2003. Arbeiten aus dem Institut für Didaktik der Mathematik der Universität Bielefeld, 42 pp. (co-author: Falk Seeger) (Download here!).