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, Neuware, gewerbliches Angebot, 316, [GW: 620g], Sofortüberweisung, PayPal, Banküberweisung

booklooker.de |

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], PayPal, Offene Rechnung, Banküberweisung, Internationaler Versand

booklooker.de |

ISBN: 9789400700130

[ED: Hardcover], [PU: Springer Netherlands], 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." ix, 316 S. w. 50 figs. 235 mm Sofort lieferbar, DE, [SC: 0.00], Neuware, gewerbliches Angebot, Offene Rechnung (Vorkasse vorbehalten)

booklooker.de buecher.de GmbH & Co. KG Verzendingskosten:Versandkostenfrei, Versand nach Deutschland. (EUR 0.00) Details... |

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], PayPal, Banküberweisung

booklooker.de buchversandmimpf2000 Verzendingskosten:Versandkostenfrei, Versand nach Deutschland. (EUR 0.00) Details... |

ISBN: 9789400700130

[PU: Springer Netherlands], 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, Neuware, gewerbliches Angebot, 316, [GW: 620g], Banküberweisung, PayPal, Internationaler Versand

booklooker.de KreGa Onlinehandel UG (haftungsbeschränkt) Verzendingskosten:Zzgl. Versandkosten., exclusief verzendingskosten Details... |

**bestellen**

bij booklooker.de

# 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… Meer...

Verzendingskosten:Zzgl. Versandkosten., exclusief verzendingskosten

**bestellen**

bij booklooker.de

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 gr… Meer...

Verzendingskosten:Versandkostenfrei, Versand nach Deutschland. (EUR 0.00)

**bestellen**

bij booklooker.de

## ISBN: 9789400700130

[ED: Hardcover], [PU: Springer Netherlands], What does it mean to have a visual representation of a mathematical object, concept, or process? What visualization strategies support growth … Meer...

Verzendingskosten:Versandkostenfrei, Versand nach Deutschland. (EUR 0.00)

**bestellen**

bij booklooker.de

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 gr… Meer...

Verzendingskosten:Versandkostenfrei, Versand nach Deutschland. (EUR 0.00)

**bestellen**

bij booklooker.de

ISBN: 9789400700130

[PU: Springer Netherlands], What does it mean to have a visual representation of a mathematical object, concept, or process? What visualization strategies support growth in mathematical t… Meer...

Verzendingskosten:Zzgl. Versandkosten., exclusief verzendingskosten

auteur: | |

Titel: | |

ISBN: |

** Gedetalleerde informatie over het boek. - Toward a Visually-Oriented School Mathematics Curriculum: Research, Theory, Practice, and Issues**

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 2020-04-02T11:10:08+02:00 (Amsterdam)

ISBN/EAN: 9789400700130

ISBN - alternatieve schrijfwijzen:

94-007-0013-X, 978-94-007-0013-0

< naar Archief...