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Toward a Visually-Oriented School Mathematics Curriculum by Ferdinand Rivera Hardcover | Indigo Chapters - nieuw boek

ISBN: 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, generali… Meer...

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Rivera, Ferdinand:

Toward a Visually-Oriented School Mathematics Curriculum Research, Theory, Practice, and Issues - gebonden uitgave, pocketboek

2010, ISBN: 940070013X

[EAN: 9789400700130], Used, good, [SC: 7.67], [PU: Springer Netherland], VISUAL THINKING AND REASONING,VISUALIZATION DIAGRAMS,MATHEMATICAL REASONING,GEM519,UNDERSTANDING MATHEMATICAL OBJE… Meer...

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Rivera, Ferdinand:
Toward a Visually-Oriented School Mathematics Curriculum Research, Theory, Practice, and Issues 2011 - gebruikt boek

2010

ISBN: 9789400700130

2011 Neubindung, Buch fehlerhaft geklebt 8642585/12 Versandkostenfreie Lieferung Visual Thinking and Reasoning,Visualization and Diagrams,Mathematical Reasoning,gem519,Understanding Mathe… Meer...

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

ISBN: 9789400700130

Hardback, [PU: Springer], Toward a Visually-Oriented School Mathematics Curriculum explores a unified theory of visualization in school mathematical learning via the notion of progressive… Meer...

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Ferdinand Rivera:
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ISBN: 9789400700130

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Toward a Visually-Oriented School Mathematics Curriculum by Ferdinand Rivera Hardcover | Indigo Chapters
auteur:
Titel:
ISBN:

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."

Gedetalleerde informatie over het boek. - Toward a Visually-Oriented School Mathematics Curriculum by Ferdinand Rivera Hardcover | Indigo Chapters


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

Boek bevindt zich in het datenbestand sinds 2009-09-03T01:34:46+02:00 (Amsterdam)
Boek voor het laatst gevonden op 2022-11-22T12:21:27+01:00 (Amsterdam)
ISBN/EAN: 9789400700130

ISBN - alternatieve schrijfwijzen:
94-007-0013-X, 978-94-007-0013-0
alternatieve schrijfwijzen en verwante zoekwoorden:
Auteur van het boek: rivera, may ferdinand, caldwell, ferdinand springer, eyes
Titel van het boek: school, curriculum, rivera, visually, mathematics theory and practice

Gegevens van de uitgever

Auteur: Ferdinand Rivera
Titel: Mathematics Education Library; Toward a Visually-Oriented School Mathematics Curriculum - Research, Theory, Practice, and Issues
Uitgeverij: Springer; Springer Netherland
316 Bladzijden
Verschijningsjaar: 2010-12-23
Dordrecht; NL
Gedrukt / Gemaakt in
Taal: Engels
109,99 € (DE)

BB; Hardcover, Softcover / Pädagogik/Schulpädagogik, Didaktik, Methodik; Fachspezifischer Unterricht; Verstehen; Mathematical Reasoning; Understanding Mathematical Objects; Visual Thinking and Reasoning; Visualization and Diagrams; Visualization in Symbol Making; gem519; Mathematics Education; Data and Information Visualization; Mathematik; Informationsvisualisierung; BC

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 – thatis, seeing the visual in the symbolic and the symbolic in the visual."
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