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E-raamat: Symbolizing and Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, and Instructional Design

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  • Formaat: 412 pages
  • Ilmumisaeg: 12-Nov-2012
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781135677824
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Symbolizing and Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, and Instructional DesignSuurem pilt
  • Formaat: 412 pages
  • Ilmumisaeg: 12-Nov-2012
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781135677824
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This volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particularly as these issues relate to learning in the classroom. The participants invited to develop chapters for this book--all internationally recognized scholars in their respective fields--were selected to represent a wide range of theoretical perspectives including mathematics education, cognitive science, sociocultural theory, and discourse theory. The work is distinguished by the caliber of the contributors, the significance of the topics addressed in the current era of reform in mathematics education, and the diversity of perspectives taken to a common set of themes and issues.

The book is intended for those who are seeking to expand their understanding of the complexity of learning in order to enhance the learning experiences students have in schools, primarily researchers, instructional designers, and graduate students in mathematics education, as well as those in other fields including science education, instructional design in general, discourse theory, and semiotics.


This volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particularly as these issues relate to learning in the classroom. The participants invited to develop chapters for this book--all internationally recognized scholars in their respective fields--were selected to represent a wide range of theoretical perspectives including mathematics education, cognitive science, sociocultural theory, and discourse theory. The work is distinguished by the caliber of the contributors, the significance of the topics addressed in the current era of reform in mathematics education, and the diversity of perspectives taken to a common set of themes and issues.

The book is intended for those who are seeking to expand their understanding of the complexity of learning in order to enhance the learning experiences students have in schools, primarily researchers, instructional designers, and graduate students in mathematics education, as well as those in other fields including science education, instructional design in general, discourse theory, and semiotics.

Arvustused

"All the articles taken together add up to a strong argument in favor of making symbolizing and communicating prominent features in mathematics classrooms. Arguments are well illustrated....A good resource for teacher educators and graduate students who are interested in the interrelationship between semiotic theories and mathematical understanding." CHOICE

"...offers literacy educators another way to view mathematics....ways to think about literacy in mathematics classrooms....[ and] provides literacy researchers insights into the kind of questions that are important to mathematics education researchers, which can be helpful as literacy educators work to consider problems and questions that cross educational domains....This book ultimately offers to literacy educators an insight into terms like symbolizing, modeling, mathematizing, and representation as used by mathematics educators. By understanding these terms and considering the implications for instructional design, literacy educators can begin building bridges between themselves and mathematics educators." Journal of Literacy Research

Preface ix Erna Yackel Paul Cobb Kay McClain Introduction: Perspectives on Semiotics and Instructional Design 1(16) Erna Yackel PART I THEORETICAL CONSIDERATIONS From Representations to Symbolizing: Introductory Comments on Semiotics and Mathematical Learning 17(20) Paul Cobb Symbolizing Mathematical Reality Into Being---Or How Mathematical Discourse and Mathematical Objects Create Each Other 37(62) Anna Sfard Means for Meaning 99(34) Willi Dorfler The Appropriation of Mathematical Symbols: A Psychosemiotic Approach to Mathematics Learning 133(44) Bert van Oers ``If you Look at it the Other Way...: An Exploration Into the Nature of Symbolizing 177(48) Ricardo Nemirovsky Stephen Monk PART II INSTRUCTIONAL DESIGN ISSUES RELATED TO SYMBOLIZING, COMMUNICATING, AND MATHEMATIZING Symbolizing, Modeling, and Instructional Design 225(50) Koeno Gravemeijer Paul Cobb Janet Bowers Joy Whitenack Designs for Environments That Invite and Sustain Mathematical Thinking 275(50) John Bransford Linda Zech Dan Schwarts Brigid Barron Nancy Vye The Innerrelated Development of Inscriptions and Conceptual Understanding 325(36) Richard Lehrer Leona Schauble Susan Carpenter David Penner Symbolizing, Communicating, and Mathematizing: Key Components of Models and Modeling 361(24) Richard Lesh Helen M. Doerr Postscript: Integrating Themes on Discourse and Design 385(14) Janet Bowers Author Index 399(6) Subject Index 405
Paul Cobb, Erna Yackel, Kay McClain
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