Symbolizing and Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, and Instructional DesignPaul Cobb, Erna Yackel, Kay McClain Routledge, 12 nov 2012 - 412 pagina's This volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particularly as these issues relate to learning in the classroom. The participants invited to develop chapters for this book--all internationally recognized scholars in their respective fields--were selected to represent a wide range of theoretical perspectives including mathematics education, cognitive science, sociocultural theory, and discourse theory. The work is distinguished by the caliber of the contributors, the significance of the topics addressed in the current era of reform in mathematics education, and the diversity of perspectives taken to a common set of themes and issues. The book is intended for those who are seeking to expand their understanding of the complexity of learning in order to enhance the learning experiences students have in schools, primarily researchers, instructional designers, and graduate students in mathematics education, as well as those in other fields including science education, instructional design in general, discourse theory, and semiotics. |
Inhoudsopgave
Means for Meaning | |
Ricardo Nemirovsky Stephen Monk | |
Key Components | |
Integrating Themes on Discourse and Design | |
Overige edities - Alles bekijken
Symbolizing and Communicating in Mathematics Classrooms: Perspectives on ... Paul Cobb,Erna Yackel,Kay McClain Geen voorbeeld beschikbaar - 2000 |
Symbolizing and Communicating in Mathematics Classrooms: Perspectives on ... Paul Cobb,Erna Yackel,Kay McClain Geen voorbeeld beschikbaar - 2000 |
Symbolizing and Communicating in Mathematics Classrooms: Perspectives on ... Paul Cobb,Erna Yackel,Kay McClain Geen voorbeeld beschikbaar - 2000 |
Veelvoorkomende woorden en zinsdelen
abstract objects actions algebraic analysis approach arithmetic rack aspects Bransford chap chapter classroom Cobb cognitive construction constructivist context create Cuisenaire rods cultural describe discussion Distributed cognitions Doerr Dörfler double-decker bus emergence entities environments example experience expression focus function fusion goal Gravemeijer growth ideas important individual inscriptions instructional design interpretations invent involves krasnal Lawrence Erlbaum Associates learner learning trajectory Lesh Lin's mathematical activity mathematical discourse mathematical learning mathematical objects mathematical practices mathematical symbols mathematics education meaning meaningful metaphor modeling perspective models Nemirovsky and Monk notation notion number line Oers participate perspective phenomenology play predication progressive mathematization protocol prototypes psychological reasoning refer reflect reification relationships relevant representations role semiotic activity Sfard shoes signifier Situated cognition situation smart tools social solutions step graph structure teacher teaching theoretical theory Tracey trail-making understanding Vanderbilt University Vygotsky words Yackel