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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… Más…

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Toward a Visually-Oriented School Mathematics Curriculum Research, Theory, Practice, and Issues - encuadernado, tapa blanda

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

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ISBN: 9789400700130

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Toward a Visually-Oriented School Mathematics Curriculum by Ferdinand Rivera Hardcover | Indigo Chapters
Autor:
Título:
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."

Detalles del libro - Toward a Visually-Oriented School Mathematics Curriculum by Ferdinand Rivera Hardcover | Indigo Chapters


EAN (ISBN-13): 9789400700130
ISBN (ISBN-10): 940070013X
Tapa dura
Tapa blanda
Año de publicación: 2011
Editorial: Ferdinand Rivera
316 Páginas
Peso: 0,620 kg
Idioma: eng/Englisch

Libro en la base de datos desde 2009-09-03T01:34:46+02:00 (Madrid)
Página de detalles modificada por última vez el 2022-11-22T12:21:27+01:00 (Madrid)
ISBN/EAN: 9789400700130

ISBN - escritura alterna:
94-007-0013-X, 978-94-007-0013-0
Mode alterno de escritura y términos de búsqueda relacionados:
Autor del libro: rivera, may ferdinand, caldwell, ferdinand springer, eyes
Título del libro: school, curriculum, rivera, visually, mathematics theory and practice

Datos del la editorial

Autor: Ferdinand Rivera
Título: Mathematics Education Library; Toward a Visually-Oriented School Mathematics Curriculum - Research, Theory, Practice, and Issues
Editorial: Springer; Springer Netherland
316 Páginas
Año de publicación: 2010-12-23
Dordrecht; NL
Impreso en
Idioma: Inglés
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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