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Symbolizing, Modeling and Tool Use in Mathematics Education: 30 (Mathematics Education Library) - Tapa dura
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This book explores the option of building on symbolizing, modeling and tool use as personally meaningful activities of students. It discusses the dimension of setting: varying from the study of informal, spontaneous activity of students, to an explicit focus on instructional design, and goals and effects of instruction; and the dimension of the theoretical framework of the researcher: varying from constructivism, to activity theory, cognitive psychology and instructional-design theory.
The almost universal rejection of the notion of symbols as 'carriers of meaning' has created the need to find an alternative for the use of models as embodiments of mathematical concepts. By taking its point of departure as a concern for the way students actually use tools and symbols, and for what these signify for them, this book explores the option of building on symbolizing, modelling and tool use as personally meaningful activities of students. This theme is approached from different angles and different perspectives. One dimension is that of setting, varying from the study of informal, spontaneous activity of students, to an explicit focus on instructional design, and goals and effects of instruction. Another dimension is the theoretical framework of the researcher, varying from constructivism, to activity theory, cognitive-psychology and instructional-design theory. This book will appeal to a wide audience, varying from researchers, instructional designers, educators, and graduate students.
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- EditorialSpringer
- Año de publicación2002
- ISBN 10 140201032X
- ISBN 13 9781402010323
- EncuadernaciónTapa dura
- Número de páginas308
- EditorGravemeijer K.P, Lehrer R., Van Oers H.J., Verschaffel Lieven
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Symbolizing, Modeling and Tool Use in Mathematics Education
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Springer Netherlands Dez 2002
(2002)
ISBN 10: 140201032X
ISBN 13: 9781402010323
Nuevo
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Descripción Buch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book explores the option of building on symbolizing, modeling and tool use as personally meaningful activities of students. It discusses the dimension of setting: varying from the study of informal, spontaneous activity of students, to an explicit focus on instructional design, and goals and effects of instruction; and the dimension of the theoretical framework of the researcher: varying from constructivism, to activity theory, cognitive psychology and instructional-design theory. 320 pp. Englisch. Nº de ref. del artículo: 9781402010323
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EUR 160,49
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Imagen del vendedor
Symbolizing, Modeling and Tool Use in Mathematics Education
Publicado por
Springer Netherlands
(2002)
ISBN 10: 140201032X
ISBN 13: 9781402010323
Nuevo
Tapa dura
Cantidad disponible: 1
Librería:
Valoración
Descripción Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - The almost universal rejection of the notion of symbols as `carriers of meaning' has created the need to find an alternative for the use of models as embodiments of mathematical concepts. By taking its point of departure as a concern for the way students actually use tools and symbols, and for what these signify for them, this book explores the option of building on symbolizing, modelling and tool use as personally meaningful activities of students. This theme is approached from different angles and different perspectives. One dimension is that of setting, varying from the study of informal, spontaneous activity of students, to an explicit focus on instructional design, and goals and effects of instruction. Another dimension is the theoretical framework of the researcher, varying from constructivism, to activity theory, cognitive-psychology and instructional-design theory. This book will appeal to a wide audience, varying from researchers, instructional designers, educators, and graduate students. Nº de ref. del artículo: 9781402010323
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