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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… Mehr…

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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… Mehr…

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

2010

ISBN: 9789400700130

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Ferdinand Rivera:
Toward a Visually-Oriented School Mathematics Curriculum: Research, Theory, Practice, and Issues - gebrauchtes Buch

ISBN: 9789400700130

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Details zum Buch
Toward a Visually-Oriented School Mathematics Curriculum by Ferdinand Rivera Hardcover | Indigo Chapters

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."

Detailangaben zum Buch - Toward a Visually-Oriented School Mathematics Curriculum by Ferdinand Rivera Hardcover | Indigo Chapters


EAN (ISBN-13): 9789400700130
ISBN (ISBN-10): 940070013X
Gebundene Ausgabe
Taschenbuch
Erscheinungsjahr: 2011
Herausgeber: Ferdinand Rivera
316 Seiten
Gewicht: 0,620 kg
Sprache: eng/Englisch

Buch in der Datenbank seit 2009-09-03T01:34:46+02:00 (Berlin)
Detailseite zuletzt geändert am 2022-11-22T12:21:27+01:00 (Berlin)
ISBN/EAN: 9789400700130

ISBN - alternative Schreibweisen:
94-007-0013-X, 978-94-007-0013-0
Alternative Schreibweisen und verwandte Suchbegriffe:
Autor des Buches: rivera, may ferdinand, caldwell, ferdinand springer, eyes
Titel des Buches: school, curriculum, rivera, visually, mathematics theory and practice


Daten vom Verlag:

Autor/in: Ferdinand Rivera
Titel: Mathematics Education Library; Toward a Visually-Oriented School Mathematics Curriculum - Research, Theory, Practice, and Issues
Verlag: Springer; Springer Netherland
316 Seiten
Erscheinungsjahr: 2010-12-23
Dordrecht; NL
Gedruckt / Hergestellt in Niederlande.
Gewicht: 1,400 kg
Sprache: Englisch
109,99 € (DE)

BB; Mathematics Education; 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; Visualization; Mathematics Education; Data and Information Visualization; Mathematik; Informationsvisualisierung; BC; EA

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."

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