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

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Introduction to Section IIay models, symbols and tools are viewed in instructional design. Instead of the conventional focus on models that embody the formal mathematics to be taught, the emphasis is on alternative perspectives. Within these perspectives the ways in which symbols are used and the meanings they come to have,

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Modeling, Symbolizing, and Tool Use in Statistical Data Analysis design. The central theme is that of a concem for the way students actually use tools and symbols. Point of departure are analyses treat people’s activity with symbols as an integral aspect of their mathematical reasoning rather than as external aids to it. As a consequence, the process of learning

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Didactic Objects and Didactic Models in Radical Constructivismics Education’s attention to emergent models, symbolization, and participation in classroom practices. The discussion draws on examples from research in quantitative reasoning, in which radical constructivism serves as a background theory. The function of a background theory is to constrain ways in

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Everyday Knowledge and Mathematical Modeling of School Word Problemsion children have developed a tendency to reduce mathematical modeling to selecting the correct formal-arithmetic operation with the numbers given in the problem, without seriously taking into account their common-sense knowledge and realistic considerations about the problem context. This evidence

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Transitions in Emergent Modelingn’s processes of transition, through pseudo-concepts, through chains of signification and construction of meaning, from activities in which they engage to increasingly mathematical practices and terminology. Finally, a triadic model of chaining of signifiers is used as a lens to interpret some of the research reported in these four chapters.

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0924-4921 nd 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