书目名称 | Toward a Visually-Oriented School Mathematics Curriculum |
副标题 | Research, Theory, Pr |
编辑 | Ferdinand D. Rivera |
视频video | http://file.papertrans.cn/927/926858/926858.mp4 |
概述 | Connects relevant research on visualization and school mathematics education to research on visualization and cognition, in general..Provides a systematic analysis of the role of visualization in each |
丛书名称 | Mathematics Education Library |
图书封面 |  |
描述 | 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 |
出版日期 | Book 2011 |
关键词 | Mathematical Reasoning; Understanding Mathematical Objects; Visual Thinking and Reasoning; Visualizatio |
版次 | 1 |
doi | https://doi.org/10.1007/978-94-007-0014-7 |
isbn_softcover | 978-94-007-3470-8 |
isbn_ebook | 978-94-007-0014-7Series ISSN 0924-4921 Series E-ISSN 2214-983X |
issn_series | 0924-4921 |
copyright | Springer Science+Business Media B.V. 2011 |