Symbolizing, Modeling and Tool Use in Mathematics Education
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...
| Other Authors: | , , , |
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| Format: | eBook |
| Language: | English |
| Published: |
Dordrecht
Springer Netherlands
2002, 2002
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| Edition: | 1st ed. 2002 |
| Series: | Mathematics Education Library
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| Subjects: | |
| Online Access: | |
| Collection: | Springer Book Archives -2004 - Collection details see MPG.ReNa |
Table of Contents:
- and overview
- Preamble: from models to modeling
- Section I: Emergent modeling
- to section I: Informal representations and their improvements
- The mathematization of young children’s language
- Symbolizing space into being
- Mathematical representations as systems of notations-in-use
- Students’ Criteria for Representational Adequacy
- Transitions in emergent modeling
- Section II: The role of Models, Symbols and Tools in instructional design
- to section II: The role of Models, Symbols and Tools in instructional design
- Emergent models as an instructional design heuristic
- Modeling, Symbolizing, and Tool Use in Statistical Data Analysis
- Didactic objects and didactic models in radical constructivism
- Taking into account different views: Three brief comments on papers by Gravemeijer & Stephan, Cobb and Thompson
- Section III: Models, situated practices, and generalization
- to section III: Models, situated practices, and generalization
- On Guessing the Essential Thing
- Everyday knowledge and mathematical modeling of school word problems
- On the development of human representional competence from and evolutionary point of view: From Episodic To Virtual Culture
- Modeling Reasoning