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Toward a Visually-Oriented School Mathematics Curriculum  Research, Theory, Practice, and Issues  Ferdinand Rivera  Buch  Mathematics Education Library  Englisch  2011 - Rivera, Ferdinand
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Rivera, Ferdinand:
Toward a Visually-Oriented School Mathematics Curriculum Research, Theory, Practice, and Issues Ferdinand Rivera Buch Mathematics Education Library Englisch 2011 - gebonden uitgave, pocketboek

2011, ISBN: 9789400700130

[ED: Gebunden], [PU: Springer Netherland], What does it mean to have a visual representation of a mathematical object, concept, or process? What visualization strategies support growth in mathematical thinking, reasoning, generalization, and knowledge? Is mathematical seeing culture-free? How can information drawn from studies in blind subjects help us understand the significance of a multimodal approach to learning mathematics? Toward a Visually-Oriented School Mathematics Curriculum explores a unified theory of visualization in school mathematical learning via the notion of progressive modeling. Based on the author's longitudinal research investigations in elementary and middle school classrooms, the book provides a compelling empirical account of ways in which instruction can effectively orchestrate the transition from personally-constructed visuals, both externally-drawn and internally-derived, into more structured visual representations within the context of a socioculturally grounded mathematical activity. Both for teachers and researchers, a discussion of this topic is relevant in the history of the present. The ubiquity of technological tools and virtual spaces for learning and doing mathematics has aroused interest among concerned stakeholders about the role of mathematics in these contexts. The book begins with a prolegomenon on the author's reflections on past and present visual studies in mathematics education. In the remaining seven chapters, visualization is pursued in terms of its role in bringing about progressions in mathematical symbolization, abduction, pattern generalization, and diagrammatization. Toward a Visually-Oriented School Mathematics Curriculum views issues surrounding visualization through the eyes of a classroom teacher-researcher it draws on findings within and outside of mathematics education that help practitioners and scholars gain a better understanding of what it means to pleasurably experience the symmetric visual/symbolic reversal phenomenon - that is, seeing the visual in the symbolic and the symbolic in the visual.", DE, [SC: 0.00], Neuware, gewerbliches Angebot, 316, [GW: 620g], sofortueberweisung.de, PayPal, Banküberweisung

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Toward a Visually-Oriented School Mathematics Curriculum - Ferdinand Rivera
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Ferdinand Rivera:
Toward a Visually-Oriented School Mathematics Curriculum - nieuw boek

2001, ISBN: 9789400700130

[ED: Buch], [PU: Springer-Verlag GmbH], Neuware - What does it mean to have a visual representation of a mathematical object, concept, or process What visualization strategies support growth in mathematical thinking, reasoning, generalization, and knowledge Is mathematical seeing culture-free How can information drawn from studies in blind subjects help us understand the significance of a multimodal approach to learning mathematics Toward a Visually-Oriented School Mathematics Curriculum explores a unified theory of visualization in school mathematical learning via the notion of progressive modeling. Based on the author's longitudinal research investigations in elementary and middle school classrooms, the book provides a compelling empirical account of ways in which instruction can effectively orchestrate the transition from personally-constructed visuals, both externally-drawn and internally-derived, into more structured visual representations within the context of a socioculturally grounded mathematical activity. Both for teachers and researchers, a discussion of this topic is relevant in the history of the present. The ubiquity of technological tools and virtual spaces for learning and doing mathematics has aroused interest among concerned stakeholders about the role of mathematics in these contexts. The book begins with a prolegomenon on the author's reflections on past and present visual studies in mathematics education. In the remaining seven chapters, visualization is pursued in terms of its role in bringing about progressions in mathematical symbolization, abduction, pattern generalization, and diagrammatization. Toward a Visually-Oriented School Mathematics Curriculum views issues surrounding visualization through the eyes of a classroom teacher-researcher it draws on findings within and outside of mathematics education that help practitioners and scholars gain a better understanding of what it means to pleasurably experience the symmetric visual/symbolic reversal phenomenon - that is, seeing the visual in the symbolic and the symbolic in the visual.', DE, [SC: 0.00], Neuware, gewerbliches Angebot, 249x164x23 mm, 316, [GW: 620g], offene Rechnung (Vorkasse vorbehalten), PayPal, Banküberweisung

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Toward a Visually-Oriented School Mathematics Curriculum - Ferdinand Rivera
(*)
Ferdinand Rivera:
Toward a Visually-Oriented School Mathematics Curriculum - nieuw boek

2001, ISBN: 9789400700130

[ED: Buch], [PU: Springer-Verlag GmbH], Neuware - What does it mean to have a visual representation of a mathematical object, concept, or process What visualization strategies support growth in mathematical thinking, reasoning, generalization, and knowledge Is mathematical seeing culture-free How can information drawn from studies in blind subjects help us understand the significance of a multimodal approach to learning mathematics Toward a Visually-Oriented School Mathematics Curriculum explores a unified theory of visualization in school mathematical learning via the notion of progressive modeling. Based on the author's longitudinal research investigations in elementary and middle school classrooms, the book provides a compelling empirical account of ways in which instruction can effectively orchestrate the transition from personally-constructed visuals, both externally-drawn and internally-derived, into more structured visual representations within the context of a socioculturally grounded mathematical activity. Both for teachers and researchers, a discussion of this topic is relevant in the history of the present. The ubiquity of technological tools and virtual spaces for learning and doing mathematics has aroused interest among concerned stakeholders about the role of mathematics in these contexts. The book begins with a prolegomenon on the author's reflections on past and present visual studies in mathematics education. In the remaining seven chapters, visualization is pursued in terms of its role in bringing about progressions in mathematical symbolization, abduction, pattern generalization, and diagrammatization. Toward a Visually-Oriented School Mathematics Curriculum views issues surrounding visualization through the eyes of a classroom teacher-researcher it draws on findings within and outside of mathematics education that help practitioners and scholars gain a better understanding of what it means to pleasurably experience the symmetric visual/symbolic reversal phenomenon - that is, seeing the visual in the symbolic and the symbolic in the visual.', DE, [SC: 0.00], Neuware, gewerbliches Angebot, 249x164x23 mm, 316, [GW: 620g], offene Rechnung (Vorkasse vorbehalten), PayPal, Bankberweisung

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Toward a Visually-Oriented School Mathematics Curriculum - Ferdinand Rivera
(*)
Ferdinand Rivera:
Toward a Visually-Oriented School Mathematics Curriculum - gebonden uitgave, pocketboek

ISBN: 9789400700130

ID: 9789400700130

What does it mean to have a visual representation of a mathematical object, concept, or process? What visualization strategies support growth in mathematical thinking, reasoning, generalization, and knowledge? Is mathematical seeing culture-free? How can information drawn from studies in blind subjects help us understand the significance of a multimodal approach to learning mathematics? Toward a Visually-Oriented School Mathematics Curriculum explores a unified theory of visualization in school mathematical learning via the notion of progressive modeling. Based on the author’s longitudinal research investigations in elementary and middle school classrooms, the book provides a compelling empirical account of ways in which instruction can effectively orchestrate the transition from personally-constructed visuals, both externally-drawn and internally-derived, into more structured visual representations within the context of a socioculturally grounded mathematical activity. Both for teachers and researchers, a discussion of this topic is relevant in the history of the present. The ubiquity of technological tools and virtual spaces for learning and doing mathematics has aroused interest among concerned stakeholders about the role of mathematics in these contexts. The book begins with a prolegomenon on the author’s reflections on past and present visual studies in mathematics education. In the remaining seven chapters, visualization is pursued in terms of its role in bringing about progressions in mathematical symbolization, abduction, pattern generalization, and diagrammatization. Toward a Visually-Oriented School Mathematics Curriculum views issues surrounding visualization through the eyes of a classroom teacher-researcher; it draws on findings within and outside of mathematics education that help practitioners and scholars gain a better understanding of what it means to pleasurably experience the symmetric visual/symbolic reversal phenomenon – that is, seeing the visual in the symbolic and the symbolic in the visual." Books > Education Hard cover, Springer Shop

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Toward a Visually-Oriented School Mathematics Curriculum - Rivera, Ferdinand
(*)
Rivera, Ferdinand:
Toward a Visually-Oriented School Mathematics Curriculum - gebonden uitgave, pocketboek

2011, ISBN: 9789400700130

ID: 70582539

Erscheinungsdatum: 04/2011, Medium: Buch, Einband: Gebunden, Titel: Toward a Visually-Oriented School Mathematics Curriculum, Titelzusatz: Research, Theory, Practice, and Issues, Autor: Rivera, Ferdinand, Verlag: Springer-Verlag GmbH // Springer Netherland, Sprache: Englisch, Schlagworte: Mathematik // Didaktik // Methodik // Graph // Graphentheorie // Kombinatorik // Bildung // Bildungsmanagement // Management // Bildungspolitik // politik // Unterricht // Informatik // Fachspezifischer Unterricht // Kombinatorik und Graphentheorie // Bildungsstrategien und // Didaktische Kompetenz und Lehrmethoden, Rubrik: Didaktik // Methodik, Schulpädagogik, Fachdidaktik, Seiten: 316, Abbildungen: 50 schwarz-weiße und 50 farbige Abbildungen, Herkunft: GROSSBRITANNIEN (GB), Reihe: Mathematics Education Library (Nr. 49), Gewicht: 620 gr, Verkäufer: averdo Sachbücher

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Bijzonderheden over het boek
Toward a Visually-Oriented School Mathematics Curriculum

What does it mean to have a visual representation of a mathematical object, concept, or process? What visualization strategies support growth in mathematical thinking, reasoning, generalization, and knowledge? Is mathematical seeing culture-free? How can information drawn from studies in blind subjects help us understand the significance of a multimodal approach to learning mathematics? Toward a Visually-Oriented School Mathematics Curriculum explores a unified theory of visualization in school mathematical learning via the notion of progressive modeling. Based on the author's longitudinal research investigations in elementary and middle school classrooms, the book provides a compelling empirical account of ways in which instruction can effectively orchestrate the transition from personally-constructed visuals, both externally-drawn and internally-derived, into more structured visual representations within the context of a socioculturally grounded mathematical activity. Both for teachers and researchers, a discussion of this topic is relevant in the history of the present. The ubiquity of technological tools and virtual spaces for learning and doing mathematics has aroused interest among concerned stakeholders about the role of mathematics in these contexts. The book begins with a prolegomenon on the author's reflections on past and present visual studies in mathematics education. In the remaining seven chapters, visualization is pursued in terms of its role in bringing about progressions in mathematical symbolization, abduction, pattern generalization, and diagrammatization. Toward a Visually-Oriented School Mathematics Curriculum views issues surrounding visualization through the eyes of a classroom teacher-researcher; it draws on findings within and outside of mathematics education that help practitioners and scholars gain a better understanding of what it means to pleasurably experience the symmetric visual/symbolic reversal phenomenon - that is, seeing the visual in the symbolic and the symbolic in the visual."

Gedetalleerde informatie over het boek. - Toward a Visually-Oriented School Mathematics Curriculum


EAN (ISBN-13): 9789400700130
ISBN (ISBN-10): 940070013X
Gebonden uitgave
pocket book
Verschijningsjaar: 2011
Uitgever: Springer-Verlag GmbH
316 Bladzijden
Gewicht: 0,620 kg
Taal: eng/Englisch

Boek bevindt zich in het datenbestand sinds 2009-09-03T01:34:46+02:00 (Amsterdam)
Detailpagina laatst gewijzigd op 2019-10-02T20:34:02+02:00 (Amsterdam)
ISBN/EAN: 9789400700130

ISBN - alternatieve schrijfwijzen:
94-007-0013-X, 978-94-007-0013-0


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