Abstract
In this paper, a case of "Reflexive Writing" is analyzed from the viewpoint of "Semiotic Chaining", which is a concept from Presmeg (2001). First of all, the concept of "Semiotic Chaining" is examined through Peirce's Semiotics and Saussure's Semiologie. Then, the idea of Semiotic Chaining is applied to analyze Reflexive Writing Activity model, and two types of Semiotic Chaining are identified. In the case analysis on the view from Semiotic Chaining, the effective learning activity is identified as the one concluded by Reflexive Writing. Since the connection is regarded as the essential part of mathematics learning, it is concluded that Semiotic Chaining is a remarkable phenomena for the ideal learning activity, as well as the effective tool to analyze students' learning.
