Symbolizing, Modeling and Tool Use in Mathematics Education

Koeno Gravemeijer

ISBN 10: 140201032X / ISBN 13: 9781402010323

Published by Springer Netherlands, Springer Netherlands, 2002

About this Item

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.

Seller Inventory # 9781402010323

Bibliographic Details

• Title: Symbolizing, Modeling and Tool Use in Mathematics Education
• Publisher: Springer Netherlands, Springer Netherlands
• Publication Date: 2002
• Language: English
• ISBN 10: 140201032X
• ISBN 13: 9781402010323
• Binding: Buch
• Condition: Neu
• Dimensions: 303W x 215H x 23D millimeters 303 millimeters width by 215 millimeters height by 23 millimeters depth
• Weight: 1101 grams

About this title

Synopsis

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.