Titlebook: Symbolizing, Modeling and Tool Use in Mathematics Education; Koeno Gravemeijer,Richard Lehrer,Lieven Verschaffe Book 2002 Springer Science

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Book 2002cal 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.

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Preamble: From Models to Modeling theory’, which has emerged within the context of information-processing theory, and Gal’perin’s theory of the stepwise formation of mental actions. Next follows a sketch of the constructivist critique. This is followed by a discussion of the role of (cultural) tools from a socio-cultural perspectiv

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Introduction to Section II especially the latter heuristic that is relevant for this book, since the emergent-models heuristic aims at the design of instructional activities that support the evolution of ways of symbolizing as part of a process of fostering the development of mathematical meaning.

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Emergent Models as an Instructional Design Heuristicow that the transition from model-of to model-for involves the constitution of a new mathematical reality that can be denoted ‘formal’ in relation to the original starting points of the students. Furthermore, attention is given to the dynamical character of the emergent model; there is not one model

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Symbolizing, Modeling and Tool Use in Mathematics Education