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OverviewThe 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. Full Product DetailsAuthor: K.P Gravemeijer , R. Lehrer , H.J. van Oers , Lieven VerschaffelPublisher: Springer Imprint: Springer Edition: Softcover reprint of hardcover 1st ed. 2003 Volume: 30 Dimensions: Width: 21.00cm , Height: 1.50cm , Length: 29.70cm Weight: 0.842kg ISBN: 9789048161805ISBN 10: 9048161800 Pages: 308 Publication Date: 05 December 2010 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: Out of stock The supplier is temporarily out of stock of this item. It will be ordered for you on backorder and shipped when it becomes available. Table of Contentsand 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.ReviewsAuthor InformationTab Content 6Author Website:Countries AvailableAll regions |