Symbolizing, Modeling and Tool Use in Mathematics Education - Couverture rigide
Livre 40 sur 48: Mathematics Education Library
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.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
Présentation de l'éditeur
This book explores the option of building on symbolizing, modeling and tool use as personally meaningful activities of students. It discusses the dimension 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; and the dimension of the theoretical framework of the researcher: varying from constructivism, to activity theory, cognitive psychology and instructional-design theory.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
Autres éditions populaires du même titre
Résultats de recherche pour Symbolizing, Modeling and Tool Use in Mathematics Education
Image d'archives
(eds.) Symbolizing, Modeling and Tool Use in Mathematics Education.
Edité par
Kluwer, Dordrecht, 2002
ISBN 10 : 140201032X
ISBN 13 : 9781402010323
Ancien ou d'occasion
Couverture rigide
Vendeur : Antiquariat Renner OHG, Albstadt, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Hardcover. Etat : Sehr gut. Dordrecht, Kluwer (2002). gr.8°. Some figs. IV, 306 p. Hardbound. Mathematics Education Library, volume 30.- 4 pages with highlightings, otherwise in very good condition. N° de réf. du vendeur 95500
Acheter D'occasion
EUR 40
Expédition à EUR 45
Expédition depuis Allemagne vers Etats-Unis
Expédition depuis Allemagne vers Etats-Unis
Quantité disponible : 1 disponible(s)
Image fournie par le vendeur
Symbolizing, Modeling and Tool Use in Mathematics Education
Edité par
Springer Netherlands Dez 2002, 2002
ISBN 10 : 140201032X
ISBN 13 : 9781402010323
Neuf
Couverture rigide
Vendeur : BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Buch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book explores the option of building on symbolizing, modeling and tool use as personally meaningful activities of students. It discusses the dimension 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; and the dimension of the theoretical framework of the researcher: varying from constructivism, to activity theory, cognitive psychology and instructional-design theory. 320 pp. Englisch. N° de réf. du vendeur 9781402010323
Acheter neuf
EUR 160,49
Expédition à EUR 23
Expédition depuis Allemagne vers Etats-Unis
Expédition depuis Allemagne vers Etats-Unis
Quantité disponible : 2 disponible(s)
Image fournie par le vendeur
Symbolizing, Modeling and Tool Use in Mathematics Education
Edité par
Springer Netherland, 2002
ISBN 10 : 140201032X
ISBN 13 : 9781402010323
Neuf
Couverture rigide
Vendeur : preigu, Osnabrück, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Buch. Etat : Neu. Symbolizing, Modeling and Tool Use in Mathematics Education | Koeno Gravemeijer (u. a.) | Buch | iv | Englisch | 2002 | Springer Netherland | EAN 9781402010323 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu Print on Demand. N° de réf. du vendeur 102571634
Acheter neuf
EUR 141,20
Expédition à EUR 70
Expédition depuis Allemagne vers Etats-Unis
Expédition depuis Allemagne vers Etats-Unis
Quantité disponible : 5 disponible(s)
Image fournie par le vendeur
Symbolizing, Modeling and Tool Use in Mathematics Education
Edité par
Springer Netherlands, Springer Netherlands Dez 2002, 2002
ISBN 10 : 140201032X
ISBN 13 : 9781402010323
Neuf
Couverture rigide
Vendeur : buchversandmimpf2000, Emtmannsberg, BAYE, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Buch. Etat : Neu. This item is printed on demand - Print on Demand Titel. Neuware -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.Springer-Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 320 pp. Englisch. N° de réf. du vendeur 9781402010323
Acheter neuf
EUR 160,49
Expédition à EUR 60
Expédition depuis Allemagne vers Etats-Unis
Expédition depuis Allemagne vers Etats-Unis
Quantité disponible : 1 disponible(s)
Image fournie par le vendeur
Symbolizing, Modeling and Tool Use in Mathematics Education
Edité par
Springer Netherlands, Springer Netherlands, 2002
ISBN 10 : 140201032X
ISBN 13 : 9781402010323
Neuf
Couverture rigide
Vendeur : AHA-BUCH GmbH, Einbeck, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Buch. Etat : Neu. 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. N° de réf. du vendeur 9781402010323
Acheter neuf
EUR 170,64
Expédition à EUR 65,51
Expédition depuis Allemagne vers Etats-Unis
Expédition depuis Allemagne vers Etats-Unis
Quantité disponible : 1 disponible(s)